How the Mystery Skype Game Helps Kids Learn Geography and Connect with Others Globally
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Yes we are!\"\u003c/p>\n\u003cp>Across the country — and even around the world — teachers are using this educational game to improve students' comprehension of geography, a subject students in this country struggle with.\u003c/p>\n\u003cp>According to a\u003ca href=\"https://www.nationsreportcard.gov/hgc_2014/#geography/achievement\"> 2014 study\u003c/a> (the most recent data available) from the National Assessment of Educational Progress, 73% of eighth graders are less than proficient in geography.\u003c/p>\n\u003cfigure id=\"attachment_53593\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-53593\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85-768x511.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Glasgow Middle School students Sarah Hoffmann, left, and Sophia Turay scribble on a map during a game of Mystery Skype while they try to narrow down another class's location. \u003ccite>(Amanda Morris/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Part of the problem, according to Audrey Mohan, the former president of the National Council for Geographic Education, is that students don't spend enough class time on the subject. She looked at data from the 2014 assessment and estimated that educators only spend about 20 minutes a week teaching geography.\u003c/p>\n\u003cp>When teachers do focus on geography, Mohan said students are often taught to memorize names on a map — but that doesn't work. She compares it to trying to learn chemistry by memorizing the periodic table.\u003c/p>\n\u003cp>\"If you had just memorized the periodic table and then thought you knew chemistry... you don't know chemistry. You don't know how any of those things interact with one another,\" she said. \"The same is true for geography. If you just memorize all the capitals of the United States, you're just skimming the surface of what geography is really about.\"\u003c/p>\n\u003cp>That's where Mystery Skype comes in. The origins of the game are unclear, but after the idea started to spread, Microsoft asked a group of six teachers to write an\u003ca href=\"https://education.microsoft.com/mysteryskypeonenote\"> online guide\u003c/a> to the game.\u003c/p>\n\u003cp>In addition to teaching students geography with context, Mohan believes the game can help them develop skills such as critical thinking, leadership and collaboration.\u003c/p>\n\u003cp>It also gives them a chance to meet people around the world — albeit only those who have access to the right technology.\u003c/p>\n\u003cp>\u003cstrong>Increasing cultural exposure\u003c/strong>\u003c/p>\n\u003cp>In rural Mondamin, Iowa, fifth grade teacher Gina Ruffcorn has been playing the game with her class for years.\u003c/p>\n\u003cp>There are only 27 kids in the entire fifth grade at West Harrison Elementary School and Ruffcorn says that many of those children don't have a lot of exposure to the world outside Mondamin.\u003c/p>\n\u003cp>\"Our area offers almost no ethnic diversity whatsoever,\" Ruffcorn said. \"Everybody that my kids run into on a daily basis...pretty much looks just like them.\"\u003c/p>\n\u003cfigure id=\"attachment_53594\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-53594\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/gina-class-3_custom-1f162c7d2699aacf336a909820a445de718b99ce-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/gina-class-3_custom-1f162c7d2699aacf336a909820a445de718b99ce-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/gina-class-3_custom-1f162c7d2699aacf336a909820a445de718b99ce-s300-c85-160x213.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Fifth grade students at West Harrison Elementary School in Mondamin, Iowa play a game of Mystery Skype.\u003c/figcaption>\u003c/figure>\n\u003cp>Mystery Skype has connected Ruffcorn's students to classrooms from all over the world — India, Russia, Japan, Kenya, Croatia and Mexico, to name a few.\u003c/p>\n\u003cp>Ruffcorn says that learning about other places gives her students a perspective on their own hometown.\u003c/p>\n\u003cp>For example, it sometimes takes her students' parents about an hour to get to the grocery store. But, when they spoke with a class in New York City, they learned that some of the students' parents didn't even know how to drive.\u003c/p>\n\u003cp>The game has improved her students' performance on geography tests, Ruffcorn said, but she also believes Mystery Skype has better prepared her students for an increasingly global workforce.\u003c/p>\n\u003cp>\u003cstrong>Building global relationships\u003c/strong>\u003c/p>\n\u003cp>At Wallenpaupack South Elementary School in Newfoundland, Penn., teacher Michael Soskil has created variations of the game, including Mystery Animal: Instead of guessing location, fifth-graders in his science class must guess the other class's chosen animal.\u003c/p>\n\u003cp>This way, the game fits into his science curriculum and his students can video conference other classes more than once.\u003c/p>\n\u003cp>\"You get to build relationships and those relationships allow learning to happen in a different way,\" he said. \"That's really where empathy and compassion get built... when you have a long term relationship with another class.\"\u003c/p>\n\u003cp>These are relationships that Soskil's students wouldn't build otherwise — about 60% of his students live below the poverty level, so opportunity for travel is often limited.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But with Mystery Skype, his students get a chance to meet people from all over the world.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Classes+Take+Trips+Around+The+World+Through+This+Game&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Teachers are using a game called Mystery Skype to teach geography and connect with classes around the country and world. ","status":"publish","parent":0,"modified":1556905812,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":798},"headData":{"title":"How the Mystery Skype Game Helps Kids Learn Geography and Connect with Others Globally | KQED","description":"Teachers are using a game called Mystery Skype to teach geography and connect with classes around the country and world. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53588 https://ww2.kqed.org/mindshift/?p=53588","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/03/how-the-mystery-skype-game-helps-kids-learn-geography-and-connect-with-others-globally/","disqusTitle":"How the Mystery Skype Game Helps Kids Learn Geography and Connect with Others Globally","nprByline":"Amanda Morris","path":"/mindshift/53588/how-the-mystery-skype-game-helps-kids-learn-geography-and-connect-with-others-globally","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The rules for playing Mystery Skype are simple: Students can only ask \"yes\" or \"no\" questions, and whichever class guesses the other's location first wins.\u003c/p>\n\u003cp>At Glasgow Middle School in Alexandria, Va., an eighth-grade class plays through video chat with another classroom.\u003c/p>\n\u003cp>\"Are you north of Virginia?\"\u003c/p>\n\u003cp>\"Do you border an ocean?\"\u003c/p>\n\u003cp>\"Is your state one of the original 13 colonies?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After about 45 minutes of back-and-forth, the students think they have it.\u003c/p>\n\u003cp>\"Are you guys in Hilton, New York?\" asks student Rawan Nasir.\u003c/p>\n\u003cp>A chorus of replies comes out of the computer speakers: \"They found us! Yes we are!\"\u003c/p>\n\u003cp>Across the country — and even around the world — teachers are using this educational game to improve students' comprehension of geography, a subject students in this country struggle with.\u003c/p>\n\u003cp>According to a\u003ca href=\"https://www.nationsreportcard.gov/hgc_2014/#geography/achievement\"> 2014 study\u003c/a> (the most recent data available) from the National Assessment of Educational Progress, 73% of eighth graders are less than proficient in geography.\u003c/p>\n\u003cfigure id=\"attachment_53593\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-53593\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85-768x511.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Glasgow Middle School students Sarah Hoffmann, left, and Sophia Turay scribble on a map during a game of Mystery Skype while they try to narrow down another class's location. \u003ccite>(Amanda Morris/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Part of the problem, according to Audrey Mohan, the former president of the National Council for Geographic Education, is that students don't spend enough class time on the subject. She looked at data from the 2014 assessment and estimated that educators only spend about 20 minutes a week teaching geography.\u003c/p>\n\u003cp>When teachers do focus on geography, Mohan said students are often taught to memorize names on a map — but that doesn't work. She compares it to trying to learn chemistry by memorizing the periodic table.\u003c/p>\n\u003cp>\"If you had just memorized the periodic table and then thought you knew chemistry... you don't know chemistry. You don't know how any of those things interact with one another,\" she said. \"The same is true for geography. If you just memorize all the capitals of the United States, you're just skimming the surface of what geography is really about.\"\u003c/p>\n\u003cp>That's where Mystery Skype comes in. The origins of the game are unclear, but after the idea started to spread, Microsoft asked a group of six teachers to write an\u003ca href=\"https://education.microsoft.com/mysteryskypeonenote\"> online guide\u003c/a> to the game.\u003c/p>\n\u003cp>In addition to teaching students geography with context, Mohan believes the game can help them develop skills such as critical thinking, leadership and collaboration.\u003c/p>\n\u003cp>It also gives them a chance to meet people around the world — albeit only those who have access to the right technology.\u003c/p>\n\u003cp>\u003cstrong>Increasing cultural exposure\u003c/strong>\u003c/p>\n\u003cp>In rural Mondamin, Iowa, fifth grade teacher Gina Ruffcorn has been playing the game with her class for years.\u003c/p>\n\u003cp>There are only 27 kids in the entire fifth grade at West Harrison Elementary School and Ruffcorn says that many of those children don't have a lot of exposure to the world outside Mondamin.\u003c/p>\n\u003cp>\"Our area offers almost no ethnic diversity whatsoever,\" Ruffcorn said. \"Everybody that my kids run into on a daily basis...pretty much looks just like them.\"\u003c/p>\n\u003cfigure id=\"attachment_53594\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-53594\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/gina-class-3_custom-1f162c7d2699aacf336a909820a445de718b99ce-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/gina-class-3_custom-1f162c7d2699aacf336a909820a445de718b99ce-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/gina-class-3_custom-1f162c7d2699aacf336a909820a445de718b99ce-s300-c85-160x213.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Fifth grade students at West Harrison Elementary School in Mondamin, Iowa play a game of Mystery Skype.\u003c/figcaption>\u003c/figure>\n\u003cp>Mystery Skype has connected Ruffcorn's students to classrooms from all over the world — India, Russia, Japan, Kenya, Croatia and Mexico, to name a few.\u003c/p>\n\u003cp>Ruffcorn says that learning about other places gives her students a perspective on their own hometown.\u003c/p>\n\u003cp>For example, it sometimes takes her students' parents about an hour to get to the grocery store. But, when they spoke with a class in New York City, they learned that some of the students' parents didn't even know how to drive.\u003c/p>\n\u003cp>The game has improved her students' performance on geography tests, Ruffcorn said, but she also believes Mystery Skype has better prepared her students for an increasingly global workforce.\u003c/p>\n\u003cp>\u003cstrong>Building global relationships\u003c/strong>\u003c/p>\n\u003cp>At Wallenpaupack South Elementary School in Newfoundland, Penn., teacher Michael Soskil has created variations of the game, including Mystery Animal: Instead of guessing location, fifth-graders in his science class must guess the other class's chosen animal.\u003c/p>\n\u003cp>This way, the game fits into his science curriculum and his students can video conference other classes more than once.\u003c/p>\n\u003cp>\"You get to build relationships and those relationships allow learning to happen in a different way,\" he said. \"That's really where empathy and compassion get built... when you have a long term relationship with another class.\"\u003c/p>\n\u003cp>These are relationships that Soskil's students wouldn't build otherwise — about 60% of his students live below the poverty level, so opportunity for travel is often limited.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But with Mystery Skype, his students get a chance to meet people from all over the world.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Classes+Take+Trips+Around+The+World+Through+This+Game&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53588/how-the-mystery-skype-game-helps-kids-learn-geography-and-connect-with-others-globally","authors":["byline_mindshift_53588"],"categories":["mindshift_193"],"tags":["mindshift_1015","mindshift_20784","mindshift_1040","mindshift_21264","mindshift_357"],"featImg":"mindshift_53592","label":"mindshift"},"mindshift_49391":{"type":"posts","id":"mindshift_49391","meta":{"index":"posts_1591205157","site":"mindshift","id":"49391","score":null,"sort":[1518418482000]},"guestAuthors":[],"slug":"why-even-young-students-benefit-from-connecting-globally","title":"Why Even Young Students Benefit From Connecting Globally","publishDate":1518418482,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>The excerpt below is from the book \u003ca href=\"https://www.amazon.com/Connected-Start-Global-Learning-Primary-ebook/dp/B00V8T8Z1S\" target=\"_blank\" rel=\"noopener\">“Connected From the Start: Global Learning In the Primary Grades,”\u003c/a> by Kathy Cassidy, published by \u003ca href=\"http://plpnetwork.com/connected-from-the-start-book/\" target=\"_blank\" rel=\"noopener\">Powerful Learning Press\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Kathy Cassidy\u003c/strong>\u003c/p>\n\u003cp>Some teachers I talk to say they do not have time to connect with other classrooms because they are too busy covering their curriculum. In fact, connecting with others is not an addition to our curriculum. It is not something we do after we have finished our reading and math for the day. It is the way we do our curriculum. From practicing counting by fives or comparing similarities and differences via Skype, to writing for a worldwide audience, to making and sharing videos of social studies concepts on our blogs, we connect and invite the world to learn with us and to help us learn. Although learning from others is a key reason why I continue to connect my classroom online, there are many other reasons as well.\u003c/p>\n\u003cp>\u003cstrong>1. Our Students Will Be Part Of a Hyper-Connected World\u003c/strong>\u003c/p>\n\u003cp>The world seems to shrink a bit more every day. This has been the pattern for many decades. As this trend continues, the world that my students will be part of in their adult lives will be incredibly connected. Twenty-five years ago, I spent some time living in Thailand. When my husband and I left Canada to move there, we knew that our only connection with our family and friends would be letters and an occasional (and expensive) telephone call. If we were to make that move now, there would be a multitude of ways we could connect with home, both synchronously and asynchronously, anytime we chose. Although having a computer or device with an internet connection in my students’ homes becomes a little more common every year, not every child in my class has this access. Sometimes these children and their parents are able to access the Internet from a relative’s home or from the public library. What is clear is that we are continually moving toward the point at which every family will be connected.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These connections are not restricted to our private lives. Business is also becoming more globally connected. It is possible and perhaps even probable that our students will spend much of their working lives in some kind of virtual conversation with colleagues from around the world. If that is even a possibility, we owe it to them to begin to prepare them for that option. We want to get them ready for the world they will be part of, not the world that we lived in as children, or even the world we live in now.\u003c/p>\n\u003cp>\u003cstrong>2. A Global Perspective Increases Empathy\u003c/strong>\u003c/p>\n\u003cp>The enthusiasm of my students at the discovery of the volcano near the Voyagers’ school was tempered by the fact that they knew volcanoes could be extremely dangerous. Because of our online connection and conversations, they felt about the students in New Zealand the same way as they did about the students in the classroom next door. They were concerned for their safety, and it was important to them to find out if their friends were in danger in the event of a volcanic eruption. It is easy to brush off dangers or catastrophic events when they do not personally affect your life. Knowing others who may be affected by that danger takes something abstract and makes it personal. You begin to care. My students were relieved to discover that the volcano in New Zealand did not spew lava—only ash—and that the ash had never endangered any of the students at the school in Palmerston North.\u003c/p>\n\u003cp>From children in places far from where we live, my students have learned that not everyone has the same alphabet, that people speak other languages, that some areas do not have snow in the winter, that children everywhere learn to read and write, that school rules can be different, and that, yes, there are trees in Wisconsin. Without our online connections, these global understandings might not have been gained for many years, if ever.\u003c/p>\n\u003cp>\u003cstrong>3. Kids Often Learn Best From Other Kids\u003c/strong>\u003c/p>\n\u003cp>Kids can often learn better from a classmate or another child than they can from their teacher. If you are a teacher, I’m sure you’ve seen this in your own classroom. I certainly have.\u003c/p>\n\u003cfigure id=\"attachment_49425\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">\u003cimg class=\"wp-image-49425 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg\" alt=\"A student practices reading with his Skype partner.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student practices reading with a teacher-in-training on Skype. \u003ccite>(Kathy Cassidy/\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I remember one of the moments that this was hammered home to me. One of the objectives in my curriculum at the time was learning the difference between needs and wants. I planned and taught a couple of what I thought were fabulous lessons about what each of these concepts was and the difference between the two. Then, I asked the students to make a Common Craft type of video to show what they had learned. If you are not familiar with Common Craft, they have a series of simple but brilliant videos explaining concepts such as Twitter, social media, RSS and wikis. The camera points at a table and films the narrator’s hands. As he talks, the narrator pulls pieces of paper with simple drawings or words in and out of the camera’s view.\u003c/p>\n\u003cp>My students’ task was to create a similar video to show what they had learned about the difference between needs and wants. When the videos were completed, it was obvious that despite my brilliant teaching, three of the students still did not understand the difference between these two words. Instead of re-teaching, I took those three students aside and showed them videos created by students who obviously had a clear grasp of the concepts.\u003c/p>\n\u003cp>It was like the lights went on. After having seen what their peers had created, those three students all clearly understood the differences, and they were able to go on to create a new video showing this learning. You can probably think of similar things that have happened in your own classroom.\u003c/p>\n\u003cp>Now, imagine those “aha” moments happening through a connection with a child in another place your students have never been and will probably never have a chance to visit. I could have simply told my students that there are volcanoes in New Zealand, or read a book about children who wear uniforms to school, or shown a video about children who live near the ocean. Would my teaching have provoked the same learning? I don’t think so. As we talked with our Kiwi friends below the equator, the children could ask questions and get answers. They could observe the learning of the other children in response to the answers we gave. My students could be part of the lives of people who lived on the other side of the world. This vivid personal connection both inspired their learning and made it more meaningful to them.\u003c/p>\n\u003cp>\u003cstrong>4. We Learn about Online Etiquette and Safety\u003c/strong>\u003c/p>\n\u003cp>Some people worry that young children should not be online because they cannot be safe. Instead, I worry that young children who are isolated from social technologies will not learn HOW to be safe online. In our increasingly connected world, it is important for even five and six-year-olds to begin to learn what is appropriate when using technology to connect.\u003c/p>\n\u003cfigure id=\"attachment_49427\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/8522478858/in/photolist-dZ6W3E-4u1Qzg-6p7Ay8\">\u003cimg class=\"wp-image-49427 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg\" alt=\"Kathy Cassidy with her student.\" width=\"640\" height=\"606\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-160x152.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-800x758.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-768x728.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1180x1118.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-960x910.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-240x227.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-375x355.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-520x493.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h.jpg 1600w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kathy Cassidy with her student. \u003ccite>(A student)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While I agree we need to take steps to protect children, I think it is equally important that we begin to teach them how to handle themselves in virtual settings. Having them create digital content and interact in a safe manner is essential learning for a child growing up in the Internet age. Unfortunately, we are not having many conversations about this at the level where decisions are made about education policy and practice.\u003c/p>\n\u003cp>Almost everyone knows the story of an adult who, because of something that was posted online, was denied a chance at a job, or lost their employment, or was censured in some way. I know of a young man who was denied a chance to compete for a coveted job in tourism because the sponsoring organization found a video of him online using profanity at a professional football game. Incidents such as this are happening more and more often.\u003c/p>\n\u003cp>The issue of online bullying is also gaining worldwide media attention. Many children and adults do not realize that once something is online, it stays online. You may be able to delete it from your website or Facebook page, but you must assume there will always be a record of what you posted somewhere in cyberspace. As significant as this issue has become in our lives, it will become even more important in the future as our world continues to become more connected.\u003c/p>\n\u003cp>Even 10 years ago, we could never have predicted how important the Internet and the connections it allows would become. A positive digital footprint is on its way to becoming an essential part of all our lives. Even five and six year olds can begin to understand this concept.\u003c/p>\n\u003cp>My curriculum asks me to teach the students how to recognize potential safety risks in play areas. To my students, the Internet is a play area. Online safety is just one of the forms of safety that they need to learn to be healthy and secure as they grow.\u003c/p>\n\u003cp>When my own children were too young to cross the street on their own, I took their hand and crossed with them. As they grew, I let go of their hand and walked beside them. When they were ready, I watched as they crossed the street on their own. Finally, they were ready to do it entirely without me.\u003c/p>\n\u003cp>When my primary-aged students begin to interact online, I do not set them loose to explore on their own. I figuratively take their hand and we do things together. After much modeling, I let the students do it while I watch. When those habits are firmly established, I watch from afar while they do it without me. I do this to ensure that they interact online in a safe and appropriate way.\u003c/p>\n\u003cp>\u003cstrong>5. I Place a High Value on Serendipity\u003c/strong>\u003c/p>\n\u003cp>Time and again, our classroom interactions with students far away have resulted in unforeseen learning. When we began connecting with the classroom in New Zealand, I had no idea that they lived near the ocean or that they had a volcano nearby. Those unexpected realities led to serendipitous learning.\u003c/p>\n\u003cp>Over the years, we have “accidentally” discovered that some schools have no girls, that some people go swimming on Christmas Day and that some schools have no school buses. We’ve learned what it looks like to have a tornado drill in a classroom. Year after year, I have let the students “discover” for themselves that when we chat with students in Australia or New Zealand, it is already the next day there. The learning is much stickier when they suddenly perceive that the kids down under are having summer when we are having winter and that not everyone wears snow clothes for four months of the year.\u003c/p>\n\u003cp>One day my class received a package in the mail from New Zealand. It contained some wonderful treasures such as kina and paua shells and ash from a “real” volcano. This led to more wonderful questions about why the pumice was so light and how the paua shell got to be blue inside, and why anyone would think to eat the spiky kina shellfish! More serendipity.\u003c/p>\n\u003cp>These kinds of connections bring something to the classroom that nothing else can. Connecting globally has changed my classroom and my teaching practice in such a profound way that I feel almost claustrophobic thinking about old-style instruction. Maybe you already enjoy this same sense of freedom to connect. If not, let me introduce you to the tools I use to lower our classroom walls and welcome the world in.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\" target=\"_blank\" rel=\"noopener\">Kathy Cassidy\u003c/a> is a Grade One teacher for Prairie South Schools in Moose Jaw, SK, Canada, and an Apple Distinguished Educator. Since 2005, she has been integrating various technologies into her teaching practice to help “connect” her primary-grades students so they can become global learners. In addition to her widely followed \u003ca href=\"http://mscassidysclass.edublogs.org/\" target=\"_blank\" rel=\"noopener\">classroom blog\u003c/a>, she writes about her professional work at \u003ca href=\"http://kathycassidy.com/\" target=\"_blank\" rel=\"noopener\">Primary Preoccupation\u003c/a> and for the \u003ca href=\"http://plpnetwork.com/category/voices/\" target=\"_blank\" rel=\"noopener\">Voices from the Learning Revolution\u003c/a> group blog.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"First grade teacher Kathy Cassidy shares why she believes it's important to connect her young students with learners around the world.","status":"publish","parent":0,"modified":1518418482,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2093},"headData":{"title":"Why Even Young Students Benefit From Connecting Globally | KQED","description":"First grade teacher Kathy Cassidy shares why she believes it's important to connect her young students with learners around the world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49391 https://ww2.kqed.org/mindshift/?p=49391","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/11/why-even-young-students-benefit-from-connecting-globally/","disqusTitle":"Why Even Young Students Benefit From Connecting Globally","path":"/mindshift/49391/why-even-young-students-benefit-from-connecting-globally","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The excerpt below is from the book \u003ca href=\"https://www.amazon.com/Connected-Start-Global-Learning-Primary-ebook/dp/B00V8T8Z1S\" target=\"_blank\" rel=\"noopener\">“Connected From the Start: Global Learning In the Primary Grades,”\u003c/a> by Kathy Cassidy, published by \u003ca href=\"http://plpnetwork.com/connected-from-the-start-book/\" target=\"_blank\" rel=\"noopener\">Powerful Learning Press\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Kathy Cassidy\u003c/strong>\u003c/p>\n\u003cp>Some teachers I talk to say they do not have time to connect with other classrooms because they are too busy covering their curriculum. In fact, connecting with others is not an addition to our curriculum. It is not something we do after we have finished our reading and math for the day. It is the way we do our curriculum. From practicing counting by fives or comparing similarities and differences via Skype, to writing for a worldwide audience, to making and sharing videos of social studies concepts on our blogs, we connect and invite the world to learn with us and to help us learn. Although learning from others is a key reason why I continue to connect my classroom online, there are many other reasons as well.\u003c/p>\n\u003cp>\u003cstrong>1. Our Students Will Be Part Of a Hyper-Connected World\u003c/strong>\u003c/p>\n\u003cp>The world seems to shrink a bit more every day. This has been the pattern for many decades. As this trend continues, the world that my students will be part of in their adult lives will be incredibly connected. Twenty-five years ago, I spent some time living in Thailand. When my husband and I left Canada to move there, we knew that our only connection with our family and friends would be letters and an occasional (and expensive) telephone call. If we were to make that move now, there would be a multitude of ways we could connect with home, both synchronously and asynchronously, anytime we chose. Although having a computer or device with an internet connection in my students’ homes becomes a little more common every year, not every child in my class has this access. Sometimes these children and their parents are able to access the Internet from a relative’s home or from the public library. What is clear is that we are continually moving toward the point at which every family will be connected.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These connections are not restricted to our private lives. Business is also becoming more globally connected. It is possible and perhaps even probable that our students will spend much of their working lives in some kind of virtual conversation with colleagues from around the world. If that is even a possibility, we owe it to them to begin to prepare them for that option. We want to get them ready for the world they will be part of, not the world that we lived in as children, or even the world we live in now.\u003c/p>\n\u003cp>\u003cstrong>2. A Global Perspective Increases Empathy\u003c/strong>\u003c/p>\n\u003cp>The enthusiasm of my students at the discovery of the volcano near the Voyagers’ school was tempered by the fact that they knew volcanoes could be extremely dangerous. Because of our online connection and conversations, they felt about the students in New Zealand the same way as they did about the students in the classroom next door. They were concerned for their safety, and it was important to them to find out if their friends were in danger in the event of a volcanic eruption. It is easy to brush off dangers or catastrophic events when they do not personally affect your life. Knowing others who may be affected by that danger takes something abstract and makes it personal. You begin to care. My students were relieved to discover that the volcano in New Zealand did not spew lava—only ash—and that the ash had never endangered any of the students at the school in Palmerston North.\u003c/p>\n\u003cp>From children in places far from where we live, my students have learned that not everyone has the same alphabet, that people speak other languages, that some areas do not have snow in the winter, that children everywhere learn to read and write, that school rules can be different, and that, yes, there are trees in Wisconsin. Without our online connections, these global understandings might not have been gained for many years, if ever.\u003c/p>\n\u003cp>\u003cstrong>3. Kids Often Learn Best From Other Kids\u003c/strong>\u003c/p>\n\u003cp>Kids can often learn better from a classmate or another child than they can from their teacher. If you are a teacher, I’m sure you’ve seen this in your own classroom. I certainly have.\u003c/p>\n\u003cfigure id=\"attachment_49425\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">\u003cimg class=\"wp-image-49425 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg\" alt=\"A student practices reading with his Skype partner.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student practices reading with a teacher-in-training on Skype. \u003ccite>(Kathy Cassidy/\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I remember one of the moments that this was hammered home to me. One of the objectives in my curriculum at the time was learning the difference between needs and wants. I planned and taught a couple of what I thought were fabulous lessons about what each of these concepts was and the difference between the two. Then, I asked the students to make a Common Craft type of video to show what they had learned. If you are not familiar with Common Craft, they have a series of simple but brilliant videos explaining concepts such as Twitter, social media, RSS and wikis. The camera points at a table and films the narrator’s hands. As he talks, the narrator pulls pieces of paper with simple drawings or words in and out of the camera’s view.\u003c/p>\n\u003cp>My students’ task was to create a similar video to show what they had learned about the difference between needs and wants. When the videos were completed, it was obvious that despite my brilliant teaching, three of the students still did not understand the difference between these two words. Instead of re-teaching, I took those three students aside and showed them videos created by students who obviously had a clear grasp of the concepts.\u003c/p>\n\u003cp>It was like the lights went on. After having seen what their peers had created, those three students all clearly understood the differences, and they were able to go on to create a new video showing this learning. You can probably think of similar things that have happened in your own classroom.\u003c/p>\n\u003cp>Now, imagine those “aha” moments happening through a connection with a child in another place your students have never been and will probably never have a chance to visit. I could have simply told my students that there are volcanoes in New Zealand, or read a book about children who wear uniforms to school, or shown a video about children who live near the ocean. Would my teaching have provoked the same learning? I don’t think so. As we talked with our Kiwi friends below the equator, the children could ask questions and get answers. They could observe the learning of the other children in response to the answers we gave. My students could be part of the lives of people who lived on the other side of the world. This vivid personal connection both inspired their learning and made it more meaningful to them.\u003c/p>\n\u003cp>\u003cstrong>4. We Learn about Online Etiquette and Safety\u003c/strong>\u003c/p>\n\u003cp>Some people worry that young children should not be online because they cannot be safe. Instead, I worry that young children who are isolated from social technologies will not learn HOW to be safe online. In our increasingly connected world, it is important for even five and six-year-olds to begin to learn what is appropriate when using technology to connect.\u003c/p>\n\u003cfigure id=\"attachment_49427\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/8522478858/in/photolist-dZ6W3E-4u1Qzg-6p7Ay8\">\u003cimg class=\"wp-image-49427 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg\" alt=\"Kathy Cassidy with her student.\" width=\"640\" height=\"606\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-160x152.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-800x758.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-768x728.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1180x1118.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-960x910.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-240x227.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-375x355.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-520x493.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h.jpg 1600w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kathy Cassidy with her student. \u003ccite>(A student)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While I agree we need to take steps to protect children, I think it is equally important that we begin to teach them how to handle themselves in virtual settings. Having them create digital content and interact in a safe manner is essential learning for a child growing up in the Internet age. Unfortunately, we are not having many conversations about this at the level where decisions are made about education policy and practice.\u003c/p>\n\u003cp>Almost everyone knows the story of an adult who, because of something that was posted online, was denied a chance at a job, or lost their employment, or was censured in some way. I know of a young man who was denied a chance to compete for a coveted job in tourism because the sponsoring organization found a video of him online using profanity at a professional football game. Incidents such as this are happening more and more often.\u003c/p>\n\u003cp>The issue of online bullying is also gaining worldwide media attention. Many children and adults do not realize that once something is online, it stays online. You may be able to delete it from your website or Facebook page, but you must assume there will always be a record of what you posted somewhere in cyberspace. As significant as this issue has become in our lives, it will become even more important in the future as our world continues to become more connected.\u003c/p>\n\u003cp>Even 10 years ago, we could never have predicted how important the Internet and the connections it allows would become. A positive digital footprint is on its way to becoming an essential part of all our lives. Even five and six year olds can begin to understand this concept.\u003c/p>\n\u003cp>My curriculum asks me to teach the students how to recognize potential safety risks in play areas. To my students, the Internet is a play area. Online safety is just one of the forms of safety that they need to learn to be healthy and secure as they grow.\u003c/p>\n\u003cp>When my own children were too young to cross the street on their own, I took their hand and crossed with them. As they grew, I let go of their hand and walked beside them. When they were ready, I watched as they crossed the street on their own. Finally, they were ready to do it entirely without me.\u003c/p>\n\u003cp>When my primary-aged students begin to interact online, I do not set them loose to explore on their own. I figuratively take their hand and we do things together. After much modeling, I let the students do it while I watch. When those habits are firmly established, I watch from afar while they do it without me. I do this to ensure that they interact online in a safe and appropriate way.\u003c/p>\n\u003cp>\u003cstrong>5. I Place a High Value on Serendipity\u003c/strong>\u003c/p>\n\u003cp>Time and again, our classroom interactions with students far away have resulted in unforeseen learning. When we began connecting with the classroom in New Zealand, I had no idea that they lived near the ocean or that they had a volcano nearby. Those unexpected realities led to serendipitous learning.\u003c/p>\n\u003cp>Over the years, we have “accidentally” discovered that some schools have no girls, that some people go swimming on Christmas Day and that some schools have no school buses. We’ve learned what it looks like to have a tornado drill in a classroom. Year after year, I have let the students “discover” for themselves that when we chat with students in Australia or New Zealand, it is already the next day there. The learning is much stickier when they suddenly perceive that the kids down under are having summer when we are having winter and that not everyone wears snow clothes for four months of the year.\u003c/p>\n\u003cp>One day my class received a package in the mail from New Zealand. It contained some wonderful treasures such as kina and paua shells and ash from a “real” volcano. This led to more wonderful questions about why the pumice was so light and how the paua shell got to be blue inside, and why anyone would think to eat the spiky kina shellfish! More serendipity.\u003c/p>\n\u003cp>These kinds of connections bring something to the classroom that nothing else can. Connecting globally has changed my classroom and my teaching practice in such a profound way that I feel almost claustrophobic thinking about old-style instruction. Maybe you already enjoy this same sense of freedom to connect. If not, let me introduce you to the tools I use to lower our classroom walls and welcome the world in.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\" target=\"_blank\" rel=\"noopener\">Kathy Cassidy\u003c/a> is a Grade One teacher for Prairie South Schools in Moose Jaw, SK, Canada, and an Apple Distinguished Educator. Since 2005, she has been integrating various technologies into her teaching practice to help “connect” her primary-grades students so they can become global learners. In addition to her widely followed \u003ca href=\"http://mscassidysclass.edublogs.org/\" target=\"_blank\" rel=\"noopener\">classroom blog\u003c/a>, she writes about her professional work at \u003ca href=\"http://kathycassidy.com/\" target=\"_blank\" rel=\"noopener\">Primary Preoccupation\u003c/a> and for the \u003ca href=\"http://plpnetwork.com/category/voices/\" target=\"_blank\" rel=\"noopener\">Voices from the Learning Revolution\u003c/a> group blog.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49391/why-even-young-students-benefit-from-connecting-globally","authors":["4354"],"categories":["mindshift_20546","mindshift_195","mindshift_193"],"tags":["mindshift_1015","mindshift_20678","mindshift_21101","mindshift_20784","mindshift_1040","mindshift_85","mindshift_30"],"featImg":"mindshift_49424","label":"mindshift"},"mindshift_48563":{"type":"posts","id":"mindshift_48563","meta":{"index":"posts_1591205157","site":"mindshift","id":"48563","score":null,"sort":[1499345720000]},"guestAuthors":[],"slug":"how-online-camps-help-kids-stay-connected-to-stem-skills-and-mentors-year-round","title":"How Online Camps Help Kids Stay Connected to STEM Skills and Mentors Year-Round","publishDate":1499345720,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Earth’s molten core and the lost city of Atlantis are not traditional summer destinations for kids, but intrepid young campers can now contend with lava or rebuild the underwater metropolis as they learn, play and socialize in the digital realms of virtual camps.\u003c/p>\n\u003cp>California-based \u003ca href=\"https://connectedcamps.com/\">Connected Camps\u003c/a> is part of a \u003ca href=\"https://www.commonsensemedia.org/blog/11-online-summer-camps-to-keep-kids-busy-and-learning-while-schools-out\">growing offering\u003c/a> of online camps that fill a unique niche to complement their traditional pine-and-mortar counterparts. Accessible across the U.S. and around the world, the camp offers programs in engineering, architecture, coding, animation, game design and storytelling, all hosted on custom Minecraft servers or delivered with \u003ca href=\"https://scratch.mit.edu/\">MIT’s Scratch\u003c/a> coding software. Each weeklong program connects kids with fellow campers and expert mentors who support the participants and share their expertise.\u003c/p>\n\u003cp>“We meet kids where they are, where they’re already engaged with social and interest-driven learning,” said \u003ca href=\"https://clrn.dmlhub.net/people/mimi-ito\">Mimi Ito\u003c/a>, a co-founder of Connected Camps and a cultural anthropologist whose research focuses on how young people engage with digital media. “If you’re already messing around with \u003ca href=\"http://minecraft.gamepedia.com/Redstone\">redstone\u003c/a> in Minecraft, this is a pathway for you to learn circuitry and get interested in engineering.”\u003c/p>\n\u003cp>The camp was founded on the principles of \u003ca href=\"https://ww2.kqed.org/mindshift/tag/connected-learning/\">connected learning\u003c/a>, an evidence-based framework developed through the MacArthur Foundation’s Digital Media and Learning Initiative. The work is informed by the \u003ca href=\"https://clrn.dmlhub.net/\">Connected Learning Research Network\u003c/a>, a research, design and implementation hub whose mandate is to advance interdisciplinary work for learning in a connected world. In addition to Ito, Connected Camps was launched by game designer and educator Katie Salen and makerspace whiz Tara Brown, a self-proclaimed trio of “girl geeks” who combine a wealth of experience in learning, technology and academia.\u003c/p>\n\u003cp>“It’s a pretty simple premise,” said Ito. “When you connect to what kids are genuinely interested in and learning is embedded in a meaningful social context, then it's more engaging, resilient and transformative.\" She said kids are already engaged in gaming or online communities, but the team was trying to make the connection to learning opportunities outside school. The camp strives to guide and shape a child’s existing interest to further academic achievement, career potential and civic engagement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s positive and productive -- [my son] learned new concepts, including the election process,\" said Lily Santosa, whose 12-year-old joined the camp all the way from Sydney, Australia. \"It helped him discover his passion for building and creating cool stuff. It also helps him to do research on other challenges that he could do in Minecraft.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=6LTMb4KWSq4\u003c/p>\n\u003cp>Connected Camp's approach draws from a deep well of social and student-centered learning theories. It embodies the idea of \u003ca href=\"http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/\">social constructivism\u003c/a>, whose premise is that knowledge is built through social interactions, and its closely allied theory of \u003ca href=\"https://llk.media.mit.edu/courses/readings/Stahl_CSCL.pdf\">computer-supported collaborative learning\u003c/a> (CSCL) that extends the principles of social learning to networked and online environments. Connected Camps designs project-based goals, like colonizing Mars or programming turtles to swim, in safe and familiar digital worlds to encourage campers to collectively solve problems and build knowledge in fun and engaging ways. Salen underscores that the camp’s structure relies on \u003ca href=\"http://www.gallup.com/poll/168848/life-college-matters-life-college.aspx?utm_source=Life%20after%20college&utm_medium=search&utm_campaign=tiles\">research\u003c/a> that finds experiential and project-based learning can lead to long-term interest in technical fields.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL INTERACTIONS IN REAL LIFE \u003c/strong>\u003c/p>\n\u003cp>But how does socializing online compare to real-world, flesh-and-blood interaction? “We think that today’s technology provides a new opportunity for kids to be able to connect and affiliate, but it’s not a model that requires technology,” said Ito. She said that kids are connecting through athletics and other non-digital arts, but connecting online helps kids find the interests and communities that might not be available to them in person.\u003c/p>\n\u003cp>\"The internet provides an opportunity for kids to really find their people, which is especially important for kids who might not be into the handful of offerings that are available in their community,\" said Ito. \"The ability to have more micro-niches to cater to a vast diversity of interests is one of the biggest advantages of online.”\u003c/p>\n\u003cp>A second benefit of online engagement is accessibility and equity. “Many in-person tech or coding summer camps are expensive, boutique programs only available in urban high-tech regions,\" said Salen, whose prolific career includes founding \u003ca href=\"https://www.instituteofplay.org/\">Institute of Play\u003c/a>, the organization behind diverse game-based learning projects like the famed \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/13/what-do-sixth-graders-say-about-learning-with-games-it-works/\">Quest to Learn\u003c/a> school in New York City and Chicago. \"This means lots of kids can’t attend them. Because our programs are virtual, kids can attend from anywhere they have an internet connection.” Weekly programs start at $69, but the year-round \u003ca href=\"https://connectedcamps.com/minecraft-kid-club\">Kid Club\u003c/a> is free and offers kids access to a Minecraft server and guidance from a counselor.\u003c/p>\n\u003cp>To help bridge \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/03/whats-lost-when-kids-are-under-connected-to-the-internet/\">the digital divide\u003c/a>, Connected Camps has developed relationships with schools, libraries and community programs to facilitate spaces and computers for kids who may otherwise have trouble accessing the web. Also, unlike other summer activities where kids pursue an interest for the length of the program without structured follow-up, online campers can persist with their passions and build momentum by staying connected to the community year-round.\u003c/p>\n\u003cp>\"Having an online camp is perfect for [my daughter] because she can be at home, her happy place, and still get to do something fun, interactive and learn about something she already loves,\" said Karen Gilbo, who lives outside Washington, D.C., and has enrolled her 12-year-old daughter in several Connected Camp programs over the last two years. Her daughter, who has Asperger’s syndrome, was able to nourish her passions for Minecraft and STEM, while socializing with greater comfort than in her face-to-face interactions.\u003c/p>\n\u003cp>\"We always struggle to get her into summer camps because she requires an aide, which makes her feel really different from the other kids,\" said Gilbo of her daughter. “This is the first time she has ever asked directly to be in a program because she really enjoys the interaction.\" Even though the personal interactions take place online, they don't necessarily stay that way, said Gilbo. \"The only thing [my daughter] has asked is if she can go meet the counselors in person and when can she start being a counselor herself.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=U3xs68gMA2U&feature=youtu.be\u003c/p>\n\u003cp>\u003cstrong>LEVELING UP WITH MENTORSHIP\u003c/strong>\u003c/p>\n\u003cp>A hallmark of the Connected Camp experience is the proficiency and guidance offered by the counselors, known as mentors. Mentors are high school and college students who are recruited for their expertise in Minecraft and Scratch. They design and build the custom server spaces, steward the programs and interface with the campers through online and video chats. Camper-to-mentor ratios range from 1:1 to 20:1, depending on the program.\u003c/p>\n\u003cp>“Our model is about interest-driven and affinity-based mentorship, and we believe that kids learn best from slightly older kids who are passionate about the same interest as they are,” said Ito. \u003ca href=\"https://www.theatlantic.com/education/archive/2016/12/why-some-mentors-fail/510467/\">Studies\u003c/a> have found that well-implemented mentorship programs can bestow a broad range of academic, social and emotional benefits, and help better shepherd young people along an often daunting career path.\u003c/p>\n\u003cp>“Because our online mentors love tech \u003cem>and\u003c/em> study game design, interactive design and computer science at universities around the country, they help kids see the different directions an interest in creative coding can go. They offer practical advice, encourage struggling learners and share stories from the trenches,” said Salen.\u003c/p>\n\u003cp>And, in a testament to the holistic power of intergenerational relationships, the mentors themselves also grow from the experience.\u003c/p>\n\u003cp>“\u003ca href=\"https://connectedcamps.com/meet-the-counselors/\">The counselors\u003c/a> also have this transformative experience. For the first time, they’re actually giving and contributing with something where they have more expertise than the adults around the table,” said Ito. “We’ve been very successful at recruiting a diverse range of counselors and placing them in their first jobs after Connected Camps,\" said Ito.\u003c/p>\n\u003cp>\u003cstrong>GIRL POWER\u003c/strong>\u003c/p>\n\u003cp>Connected Camps also furnishes opportunities to tap into girl power. Most programs have a “just for girls” option that is exclusively girl-run and populated. The underrepresentation and exodus of women in STEM fields \u003ca href=\"https://techcrunch.com/2016/04/14/women-in-tech-whats-the-real-problem/\">is well reported\u003c/a>, and a big part of the problem is isolation, sexism and condescension, a problem whose \u003ca href=\"https://girlswhocode.com/about-us/\">roots extend to middle school\u003c/a>. A recent \u003ca href=\"https://www.theatlantic.com/science/archive/2017/05/women-mentors-engineering/527625/\">study\u003c/a> found that female mentorship in engineering helped remedy a condition that “veer[s] towards exclusion and attrition.\u003c/p>\n\u003cp>“These clubs create a space where girls are free to try out skills without boys demonstrating taken-for-granted tech knowledge, and where girls don’t have to demonstrate technological incompetence in front of the boys,” said Jennifer Jenson, a games and gender expert at York University in Toronto. She sees girls-only technology camps and clubs as a big plus. Jenson, who has extensive experience studying and observing school tech clubs in action, notes that in mixed-gender groups, girls tend to disavow their existing knowledge, are more reluctant to raise their hand and are less likely to speak up. Once the girls have had the space and time to consolidate their self-confidence, and level-up their abilities and proficiency, Jenson is in favor of reintegrating the gender groups.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The format not only cultivates a sense of belonging and confidence, but also allows young women to do it on their own terms,” said Salen. “The girls-only format sets aside some of the more competitive elements of some of the co-ed camps, providing ample opportunity for the girls to connect with others in a highly collaborative setting.”\u003c/p>\n\n","blocks":[],"excerpt":"Online camps where kids can play Minecraft and learn coding skills are helping youths stay connected to a community of learners. ","status":"publish","parent":0,"modified":1499345851,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1655},"headData":{"title":"How Online Camps Help Kids Stay Connected to STEM Skills and Mentors Year-Round | KQED","description":"Online camps where kids can play Minecraft and learn coding skills are helping youths stay connected to a community of learners. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48563 https://ww2.kqed.org/mindshift/?p=48563","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/06/how-online-camps-help-kids-stay-connected-to-stem-skills-and-mentors-year-round/","disqusTitle":"How Online Camps Help Kids Stay Connected to STEM Skills and Mentors Year-Round","path":"/mindshift/48563/how-online-camps-help-kids-stay-connected-to-stem-skills-and-mentors-year-round","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earth’s molten core and the lost city of Atlantis are not traditional summer destinations for kids, but intrepid young campers can now contend with lava or rebuild the underwater metropolis as they learn, play and socialize in the digital realms of virtual camps.\u003c/p>\n\u003cp>California-based \u003ca href=\"https://connectedcamps.com/\">Connected Camps\u003c/a> is part of a \u003ca href=\"https://www.commonsensemedia.org/blog/11-online-summer-camps-to-keep-kids-busy-and-learning-while-schools-out\">growing offering\u003c/a> of online camps that fill a unique niche to complement their traditional pine-and-mortar counterparts. Accessible across the U.S. and around the world, the camp offers programs in engineering, architecture, coding, animation, game design and storytelling, all hosted on custom Minecraft servers or delivered with \u003ca href=\"https://scratch.mit.edu/\">MIT’s Scratch\u003c/a> coding software. Each weeklong program connects kids with fellow campers and expert mentors who support the participants and share their expertise.\u003c/p>\n\u003cp>“We meet kids where they are, where they’re already engaged with social and interest-driven learning,” said \u003ca href=\"https://clrn.dmlhub.net/people/mimi-ito\">Mimi Ito\u003c/a>, a co-founder of Connected Camps and a cultural anthropologist whose research focuses on how young people engage with digital media. “If you’re already messing around with \u003ca href=\"http://minecraft.gamepedia.com/Redstone\">redstone\u003c/a> in Minecraft, this is a pathway for you to learn circuitry and get interested in engineering.”\u003c/p>\n\u003cp>The camp was founded on the principles of \u003ca href=\"https://ww2.kqed.org/mindshift/tag/connected-learning/\">connected learning\u003c/a>, an evidence-based framework developed through the MacArthur Foundation’s Digital Media and Learning Initiative. The work is informed by the \u003ca href=\"https://clrn.dmlhub.net/\">Connected Learning Research Network\u003c/a>, a research, design and implementation hub whose mandate is to advance interdisciplinary work for learning in a connected world. In addition to Ito, Connected Camps was launched by game designer and educator Katie Salen and makerspace whiz Tara Brown, a self-proclaimed trio of “girl geeks” who combine a wealth of experience in learning, technology and academia.\u003c/p>\n\u003cp>“It’s a pretty simple premise,” said Ito. “When you connect to what kids are genuinely interested in and learning is embedded in a meaningful social context, then it's more engaging, resilient and transformative.\" She said kids are already engaged in gaming or online communities, but the team was trying to make the connection to learning opportunities outside school. The camp strives to guide and shape a child’s existing interest to further academic achievement, career potential and civic engagement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s positive and productive -- [my son] learned new concepts, including the election process,\" said Lily Santosa, whose 12-year-old joined the camp all the way from Sydney, Australia. \"It helped him discover his passion for building and creating cool stuff. It also helps him to do research on other challenges that he could do in Minecraft.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/6LTMb4KWSq4'\n title='//www.youtube.com/embed/6LTMb4KWSq4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Connected Camp's approach draws from a deep well of social and student-centered learning theories. It embodies the idea of \u003ca href=\"http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/\">social constructivism\u003c/a>, whose premise is that knowledge is built through social interactions, and its closely allied theory of \u003ca href=\"https://llk.media.mit.edu/courses/readings/Stahl_CSCL.pdf\">computer-supported collaborative learning\u003c/a> (CSCL) that extends the principles of social learning to networked and online environments. Connected Camps designs project-based goals, like colonizing Mars or programming turtles to swim, in safe and familiar digital worlds to encourage campers to collectively solve problems and build knowledge in fun and engaging ways. Salen underscores that the camp’s structure relies on \u003ca href=\"http://www.gallup.com/poll/168848/life-college-matters-life-college.aspx?utm_source=Life%20after%20college&utm_medium=search&utm_campaign=tiles\">research\u003c/a> that finds experiential and project-based learning can lead to long-term interest in technical fields.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL INTERACTIONS IN REAL LIFE \u003c/strong>\u003c/p>\n\u003cp>But how does socializing online compare to real-world, flesh-and-blood interaction? “We think that today’s technology provides a new opportunity for kids to be able to connect and affiliate, but it’s not a model that requires technology,” said Ito. She said that kids are connecting through athletics and other non-digital arts, but connecting online helps kids find the interests and communities that might not be available to them in person.\u003c/p>\n\u003cp>\"The internet provides an opportunity for kids to really find their people, which is especially important for kids who might not be into the handful of offerings that are available in their community,\" said Ito. \"The ability to have more micro-niches to cater to a vast diversity of interests is one of the biggest advantages of online.”\u003c/p>\n\u003cp>A second benefit of online engagement is accessibility and equity. “Many in-person tech or coding summer camps are expensive, boutique programs only available in urban high-tech regions,\" said Salen, whose prolific career includes founding \u003ca href=\"https://www.instituteofplay.org/\">Institute of Play\u003c/a>, the organization behind diverse game-based learning projects like the famed \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/13/what-do-sixth-graders-say-about-learning-with-games-it-works/\">Quest to Learn\u003c/a> school in New York City and Chicago. \"This means lots of kids can’t attend them. Because our programs are virtual, kids can attend from anywhere they have an internet connection.” Weekly programs start at $69, but the year-round \u003ca href=\"https://connectedcamps.com/minecraft-kid-club\">Kid Club\u003c/a> is free and offers kids access to a Minecraft server and guidance from a counselor.\u003c/p>\n\u003cp>To help bridge \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/03/whats-lost-when-kids-are-under-connected-to-the-internet/\">the digital divide\u003c/a>, Connected Camps has developed relationships with schools, libraries and community programs to facilitate spaces and computers for kids who may otherwise have trouble accessing the web. Also, unlike other summer activities where kids pursue an interest for the length of the program without structured follow-up, online campers can persist with their passions and build momentum by staying connected to the community year-round.\u003c/p>\n\u003cp>\"Having an online camp is perfect for [my daughter] because she can be at home, her happy place, and still get to do something fun, interactive and learn about something she already loves,\" said Karen Gilbo, who lives outside Washington, D.C., and has enrolled her 12-year-old daughter in several Connected Camp programs over the last two years. Her daughter, who has Asperger’s syndrome, was able to nourish her passions for Minecraft and STEM, while socializing with greater comfort than in her face-to-face interactions.\u003c/p>\n\u003cp>\"We always struggle to get her into summer camps because she requires an aide, which makes her feel really different from the other kids,\" said Gilbo of her daughter. “This is the first time she has ever asked directly to be in a program because she really enjoys the interaction.\" Even though the personal interactions take place online, they don't necessarily stay that way, said Gilbo. \"The only thing [my daughter] has asked is if she can go meet the counselors in person and when can she start being a counselor herself.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/U3xs68gMA2U'\n title='//www.youtube.com/embed/U3xs68gMA2U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>LEVELING UP WITH MENTORSHIP\u003c/strong>\u003c/p>\n\u003cp>A hallmark of the Connected Camp experience is the proficiency and guidance offered by the counselors, known as mentors. Mentors are high school and college students who are recruited for their expertise in Minecraft and Scratch. They design and build the custom server spaces, steward the programs and interface with the campers through online and video chats. Camper-to-mentor ratios range from 1:1 to 20:1, depending on the program.\u003c/p>\n\u003cp>“Our model is about interest-driven and affinity-based mentorship, and we believe that kids learn best from slightly older kids who are passionate about the same interest as they are,” said Ito. \u003ca href=\"https://www.theatlantic.com/education/archive/2016/12/why-some-mentors-fail/510467/\">Studies\u003c/a> have found that well-implemented mentorship programs can bestow a broad range of academic, social and emotional benefits, and help better shepherd young people along an often daunting career path.\u003c/p>\n\u003cp>“Because our online mentors love tech \u003cem>and\u003c/em> study game design, interactive design and computer science at universities around the country, they help kids see the different directions an interest in creative coding can go. They offer practical advice, encourage struggling learners and share stories from the trenches,” said Salen.\u003c/p>\n\u003cp>And, in a testament to the holistic power of intergenerational relationships, the mentors themselves also grow from the experience.\u003c/p>\n\u003cp>“\u003ca href=\"https://connectedcamps.com/meet-the-counselors/\">The counselors\u003c/a> also have this transformative experience. For the first time, they’re actually giving and contributing with something where they have more expertise than the adults around the table,” said Ito. “We’ve been very successful at recruiting a diverse range of counselors and placing them in their first jobs after Connected Camps,\" said Ito.\u003c/p>\n\u003cp>\u003cstrong>GIRL POWER\u003c/strong>\u003c/p>\n\u003cp>Connected Camps also furnishes opportunities to tap into girl power. Most programs have a “just for girls” option that is exclusively girl-run and populated. The underrepresentation and exodus of women in STEM fields \u003ca href=\"https://techcrunch.com/2016/04/14/women-in-tech-whats-the-real-problem/\">is well reported\u003c/a>, and a big part of the problem is isolation, sexism and condescension, a problem whose \u003ca href=\"https://girlswhocode.com/about-us/\">roots extend to middle school\u003c/a>. A recent \u003ca href=\"https://www.theatlantic.com/science/archive/2017/05/women-mentors-engineering/527625/\">study\u003c/a> found that female mentorship in engineering helped remedy a condition that “veer[s] towards exclusion and attrition.\u003c/p>\n\u003cp>“These clubs create a space where girls are free to try out skills without boys demonstrating taken-for-granted tech knowledge, and where girls don’t have to demonstrate technological incompetence in front of the boys,” said Jennifer Jenson, a games and gender expert at York University in Toronto. She sees girls-only technology camps and clubs as a big plus. Jenson, who has extensive experience studying and observing school tech clubs in action, notes that in mixed-gender groups, girls tend to disavow their existing knowledge, are more reluctant to raise their hand and are less likely to speak up. Once the girls have had the space and time to consolidate their self-confidence, and level-up their abilities and proficiency, Jenson is in favor of reintegrating the gender groups.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The format not only cultivates a sense of belonging and confidence, but also allows young women to do it on their own terms,” said Salen. “The girls-only format sets aside some of the more competitive elements of some of the co-ed camps, providing ample opportunity for the girls to connect with others in a highly collaborative setting.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48563/how-online-camps-help-kids-stay-connected-to-stem-skills-and-mentors-year-round","authors":["11107"],"categories":["mindshift_193"],"tags":["mindshift_981","mindshift_1015","mindshift_968","mindshift_273","mindshift_20784","mindshift_1040","mindshift_548","mindshift_861","mindshift_256","mindshift_21083"],"featImg":"mindshift_48567","label":"mindshift"},"mindshift_41157":{"type":"posts","id":"mindshift_41157","meta":{"index":"posts_1591205157","site":"mindshift","id":"41157","score":null,"sort":[1439811041000]},"guestAuthors":[],"slug":"five-critical-skills-to-empower-students-in-the-digital-age","title":"Five Critical Skills to Empower Students in the Digital Age","publishDate":1439811041,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The beginning of the school year is a time to set the tone for a student’s learning experience, including what teachers expect from students and families. But that first week of school is also the time to teach valuable learning skills that will be used throughout the year. \u003ca href=\"http://novemberlearning.com/\">Alan November\u003c/a>, a former teacher turned lecturer, consultant and author, challenged teachers to rethink how they start the school year by outlining skills that are crucial to students to learn in the first five days of school. He shared his vision at the International Society for Technology in Education \u003ca href=\"https://www.isteconference.org/2015/\">conference\u003c/a> in Philadelphia.\u003c/p>\n\u003cp>\u003cstrong>1. Learn How to Ask the Right Questions\u003c/strong>\u003c/p>\n\u003cp>Questions are at the heart of learning, but some questions create a narrow lens while others widen the field of inquiry. November displayed “\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">A Questioning Toolkit\u003c/a>” developed by Jamie McKenzie that explains the many types of questions. McKenzie uses the toolkit with students as young as kindergarten to help stretch young minds think beyond the ‘right’ answer in all their learning. Varieties of questions include probing, subsidiary, organizing, divergent, sorting, etc.\u003c/p>\n\u003cp>\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">\u003cimg class=\"alignnone size-full wp-image-41158\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Questioning-Toolkit.png\" alt=\"Questioning Toolkit\" width=\"845\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit.png 845w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-400x148.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-800x296.png 800w\" sizes=\"(max-width: 845px) 100vw, 845px\">\u003c/a>\u003c/p>\n\u003cp>“I’m pretty confident that during the entire year, some kids might only ask the same questions over and over again,\" November said. \"They don’t have the repertoire of \u003cem>all\u003c/em> these questions.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. Know How to Get Answers\u003c/strong>\u003c/p>\n\u003cp>Search engine results are determined by several factors, including user location and search history. But to dig deeper and find better answers, students need training on how to do advanced searches. This means becoming skilled at using search operators, understanding sources and thinking carefully about search terms. Everyone assumes they know how to use Google with confidence, but knowing how to search for specific information well takes practice. On the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\">first day of school\u003c/a>, November said he would teach students how to properly query documents, images, music, maps, etc.\u003c/p>\n\u003cp>\"I have this sinking feeling that we’ve never taught them to design good queries in Google,\" he said. \"We didn’t build a rigorous creative curriculum in teaching children the algorithm and coding you need to understand how to use it and the creative imagination that kicks in to understand perspective from another place where you do not live.”\u003c/p>\n\u003cp>Knowing how to find information on other platforms is also important. For example, asking questions on Twitter using a hashtag or mentioning experts could yield far more interesting results than a general search engine query.\u003c/p>\n\u003cp>“A lot of students do not understand how to use Twitter for school,\" he said. \"They’ve never been taught to follow the best minds in the world in the subject they’re taking. They’ve never been taught to ask a question on Twitter because that’s a different kind of question than Google.”\u003c/p>\n\u003cp>\u003cstrong>3. Learn About Work Created by Other Students\u003c/strong>\u003c/p>\n\u003cp>Digital tools allow students to have access to all kinds of work created by others. When students realize someone their own age created something amazing, it inspires them to do the same. November pointed to the work of fourth graders who are reimagining the classic California school project of recreating the state's Spanish missions. Some students are doing the project in Minecraft, expressing their creativity through the digital media that excites them. November urged educators to show students a broad sampling of work.\u003c/p>\n\u003cp>“We’re going to show them a range of medium with work by children so they understand during the whole year there are choices of media to use in order to express themselves and what they’ve learned,” he said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=G-9M4I1HRt8\u003c/p>\n\u003cp>There are other Minecraft California mission videos, but here’s one that demonstrates the building process at 8:00:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=R7SatupLTqs\u003c/p>\n\u003cp>Knowing what other students are doing is important, November said, because “student work is sometimes more motivating than an assignment the teacher gives.”\u003c/p>\n\u003cp>\u003cstrong>4. Know How to Work with People Around the World\u003c/strong>\u003c/p>\n\u003cp>November shared the work of \u003ca href=\"http://kathycassidy.com/\">Kathy Cassidy\u003c/a>, a first grade teacher in Moose Jaw, Saskatchewan, Canada. She uses a \u003ca href=\"http://mscassidysclass.edublogs.org/\">blog\u003c/a> and Twitter to help her students communicate and learn with other classrooms around the world. Under the Twitter handle \u003ca href=\"https://twitter.com/mscassidysclass\">@MsCassidysClass\u003c/a>, her students are sharing their work with a global audience, such as this sample of one of four LEGO experiments.\u003c/p>\n\u003cp>https://twitter.com/mscassidysclass/status/613444628021297152\u003c/p>\n\u003cp>The students also reached out to global peers in Milan, Italy to learn math and play games using the hashtag #guessmynumber.\u003c/p>\n\u003cp>https://twitter.com/MsDiaz1stGrade/status/422644942058422272\u003c/p>\n\u003cp>Through the exchanges, young students are learning about other cultures and one another. November said teachers haven't tapped the full potential of digital tools like Twitter to help students connect globally in part because of concerns over creating safe learning environments.\u003c/p>\n\u003cp>\"Eventually, we need to get past this,\" said November. \"We need to realize that when they’re young is the time to teach them the ethics and moral high ground of using something like Twitter.”\u003c/p>\n\u003cp>\u003cstrong>5. Self-Reflect Upon Their Work\u003c/strong>\u003c/p>\n\u003cp>Traditionally teachers are in charge of assessing student performance. But what would happen if the student were to evaluate her own work? What if self-reflection became a skill as important as reading?\u003c/p>\n\u003cp>November cited John Hattie's work analyzing the effect of \u003ca href=\"http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\">138 influences on student achievement\u003c/a>. Homework, class size, gender and motivation are some of the influencers on the list. But according to Hattie’s findings, the ability to “self-report grades” has the greatest effect on student achievement.\u003c/p>\n\u003cp>Even as educators are turning to technology to offer ever more granular data on children's learning, November maintains teaching them to assess their own performance is more useful. Students could grade themselves, providing evidence to support conclusions and comparing the grades against the findings of the teacher.\u003c/p>\n\u003cp>After all, November said, kids won't be in school forever and when they are in college or at their first job, the ability to self-assess will be invaluable.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Using the first five days of school to teach learning skills that will be used throughout the course is a great way to start the new school year.","status":"publish","parent":0,"modified":1439795870,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1054},"headData":{"title":"Five Critical Skills to Empower Students in the Digital Age | KQED","description":"Using the first five days of school to teach learning skills that will be used throughout the course is a great way to start the new school year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"41157 http://ww2.kqed.org/mindshift/?p=41157","disqusUrl":"https://ww2.kqed.org/mindshift/2015/08/17/five-critical-skills-to-empower-students-in-the-digital-age/","disqusTitle":"Five Critical Skills to Empower Students in the Digital Age","path":"/mindshift/41157/five-critical-skills-to-empower-students-in-the-digital-age","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The beginning of the school year is a time to set the tone for a student’s learning experience, including what teachers expect from students and families. But that first week of school is also the time to teach valuable learning skills that will be used throughout the year. \u003ca href=\"http://novemberlearning.com/\">Alan November\u003c/a>, a former teacher turned lecturer, consultant and author, challenged teachers to rethink how they start the school year by outlining skills that are crucial to students to learn in the first five days of school. He shared his vision at the International Society for Technology in Education \u003ca href=\"https://www.isteconference.org/2015/\">conference\u003c/a> in Philadelphia.\u003c/p>\n\u003cp>\u003cstrong>1. Learn How to Ask the Right Questions\u003c/strong>\u003c/p>\n\u003cp>Questions are at the heart of learning, but some questions create a narrow lens while others widen the field of inquiry. November displayed “\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">A Questioning Toolkit\u003c/a>” developed by Jamie McKenzie that explains the many types of questions. McKenzie uses the toolkit with students as young as kindergarten to help stretch young minds think beyond the ‘right’ answer in all their learning. Varieties of questions include probing, subsidiary, organizing, divergent, sorting, etc.\u003c/p>\n\u003cp>\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">\u003cimg class=\"alignnone size-full wp-image-41158\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Questioning-Toolkit.png\" alt=\"Questioning Toolkit\" width=\"845\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit.png 845w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-400x148.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-800x296.png 800w\" sizes=\"(max-width: 845px) 100vw, 845px\">\u003c/a>\u003c/p>\n\u003cp>“I’m pretty confident that during the entire year, some kids might only ask the same questions over and over again,\" November said. \"They don’t have the repertoire of \u003cem>all\u003c/em> these questions.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Know How to Get Answers\u003c/strong>\u003c/p>\n\u003cp>Search engine results are determined by several factors, including user location and search history. But to dig deeper and find better answers, students need training on how to do advanced searches. This means becoming skilled at using search operators, understanding sources and thinking carefully about search terms. Everyone assumes they know how to use Google with confidence, but knowing how to search for specific information well takes practice. On the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\">first day of school\u003c/a>, November said he would teach students how to properly query documents, images, music, maps, etc.\u003c/p>\n\u003cp>\"I have this sinking feeling that we’ve never taught them to design good queries in Google,\" he said. \"We didn’t build a rigorous creative curriculum in teaching children the algorithm and coding you need to understand how to use it and the creative imagination that kicks in to understand perspective from another place where you do not live.”\u003c/p>\n\u003cp>Knowing how to find information on other platforms is also important. For example, asking questions on Twitter using a hashtag or mentioning experts could yield far more interesting results than a general search engine query.\u003c/p>\n\u003cp>“A lot of students do not understand how to use Twitter for school,\" he said. \"They’ve never been taught to follow the best minds in the world in the subject they’re taking. They’ve never been taught to ask a question on Twitter because that’s a different kind of question than Google.”\u003c/p>\n\u003cp>\u003cstrong>3. Learn About Work Created by Other Students\u003c/strong>\u003c/p>\n\u003cp>Digital tools allow students to have access to all kinds of work created by others. When students realize someone their own age created something amazing, it inspires them to do the same. November pointed to the work of fourth graders who are reimagining the classic California school project of recreating the state's Spanish missions. Some students are doing the project in Minecraft, expressing their creativity through the digital media that excites them. November urged educators to show students a broad sampling of work.\u003c/p>\n\u003cp>“We’re going to show them a range of medium with work by children so they understand during the whole year there are choices of media to use in order to express themselves and what they’ve learned,” he said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/G-9M4I1HRt8'\n title='//www.youtube.com/embed/G-9M4I1HRt8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>There are other Minecraft California mission videos, but here’s one that demonstrates the building process at 8:00:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/R7SatupLTqs'\n title='//www.youtube.com/embed/R7SatupLTqs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Knowing what other students are doing is important, November said, because “student work is sometimes more motivating than an assignment the teacher gives.”\u003c/p>\n\u003cp>\u003cstrong>4. Know How to Work with People Around the World\u003c/strong>\u003c/p>\n\u003cp>November shared the work of \u003ca href=\"http://kathycassidy.com/\">Kathy Cassidy\u003c/a>, a first grade teacher in Moose Jaw, Saskatchewan, Canada. She uses a \u003ca href=\"http://mscassidysclass.edublogs.org/\">blog\u003c/a> and Twitter to help her students communicate and learn with other classrooms around the world. Under the Twitter handle \u003ca href=\"https://twitter.com/mscassidysclass\">@MsCassidysClass\u003c/a>, her students are sharing their work with a global audience, such as this sample of one of four LEGO experiments.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"613444628021297152"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The students also reached out to global peers in Milan, Italy to learn math and play games using the hashtag #guessmynumber.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"422644942058422272"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Through the exchanges, young students are learning about other cultures and one another. November said teachers haven't tapped the full potential of digital tools like Twitter to help students connect globally in part because of concerns over creating safe learning environments.\u003c/p>\n\u003cp>\"Eventually, we need to get past this,\" said November. \"We need to realize that when they’re young is the time to teach them the ethics and moral high ground of using something like Twitter.”\u003c/p>\n\u003cp>\u003cstrong>5. Self-Reflect Upon Their Work\u003c/strong>\u003c/p>\n\u003cp>Traditionally teachers are in charge of assessing student performance. But what would happen if the student were to evaluate her own work? What if self-reflection became a skill as important as reading?\u003c/p>\n\u003cp>November cited John Hattie's work analyzing the effect of \u003ca href=\"http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\">138 influences on student achievement\u003c/a>. Homework, class size, gender and motivation are some of the influencers on the list. But according to Hattie’s findings, the ability to “self-report grades” has the greatest effect on student achievement.\u003c/p>\n\u003cp>Even as educators are turning to technology to offer ever more granular data on children's learning, November maintains teaching them to assess their own performance is more useful. Students could grade themselves, providing evidence to support conclusions and comparing the grades against the findings of the teacher.\u003c/p>\n\u003cp>After all, November said, kids won't be in school forever and when they are in college or at their first job, the ability to self-assess will be invaluable.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41157/five-critical-skills-to-empower-students-in-the-digital-age","authors":["4596"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_20707","mindshift_108","mindshift_1015","mindshift_20784","mindshift_1040","mindshift_32"],"featImg":"mindshift_41195","label":"mindshift"},"mindshift_40074":{"type":"posts","id":"mindshift_40074","meta":{"index":"posts_1591205157","site":"mindshift","id":"40074","score":null,"sort":[1429207978000]},"guestAuthors":[],"slug":"what-will-education-look-like-in-a-more-open-future","title":"What Will Education Look Like in a More Open Future?","publishDate":1429207978,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>By David Price\u003c/p>\n\u003cp>In my book, \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a>, I argue that a relentless focus upon high-stakes accountability -- through student testing and teacher evaluation -- has done little to improve outcomes, and has de-professionalized and demoralized teachers.\u003c/p>\n\u003cp>On the other hand, the flourishing of social collaboration among educators offers hope for a profession under siege, because it’s through self-determining their own professional learning that teachers and administrators can both offset the worst effects of being told how to do their jobs and accelerate innovation.\u003c/p>\n\u003cp>After the failure of command-and-control, there is now a growing interest in \u003ca href=\"http://www.fastcolabs.com/3026079/open-company/lessons-from-converting-to-a-no-management-company-in-just-two-days\">self-managed work-groups\u003c/a>, radical transparency and open learning systems as productivity and innovation drivers. What would that look like for educators?\u003c/p>\n\u003cp>\u003cstrong>Going Open\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Open learning systems apply the same learning principles to their professionals as they do to their students. They understand that the only sustainable transformation in education has to be owned by the people who have to implement it: teachers. They have high expectations of the profession’s capacity to learn through transparent, shared practice, and of their ability to rise to additional responsibilities. They have the humility to accept that learning now happens everywhere, anytime, and they work hard to integrate informal learning into the formal environment.\u003c/p>\n\u003cp>Open learning systems, in the workplace, and in the formal learning space, share common characteristics.\u003c/p>\n\u003cp>\u003cstrong>They place an emphasis upon innovation through collaboration.\u003c/strong> For Professor David H. Hargreaves, \u003ca href=\"http://dera.ioe.ac.uk/15804/1/a-self-improving-school-system-towards-maturity.pdf\">\"professional development and partnership competence are the soil in which collaborative capital grows.\"\u003c/a> Innovation will flourish if it is disintermediated: shorn of the externally imposed agendas and intermediaries that invite resistance and that de-professionalize teaching. It will also flourish if professional learning is collegial and self-determined. In an open learning system, teachers open up the classroom, not just welcoming colleagues, but also the range of entrepreneurs, technologists and industrialists who thus increase their investment in the future of the school, while at the same time connecting learners to the adult world.\u003c/p>\n\u003cp>\u003cstrong>Open learning systems should have low-entry barriers and be inclusive, welcoming diversity\u003c/strong>. They acknowledge that effective learning happens when knowledge is not seen as a finite resource, to be guarded jealously, but freely exchanged in cultures where vested interests and copyright are minimized. Open learning systems practice \"radical transparency.\"\u003c/p>\n\u003cp>\u003cstrong>Open learning systems need to promote the freedom to innovate, and therefore the freedom to fail.\u003c/strong> How many school systems would be allowed such freedom? Fear of failure paralyzes schools and system leaders and is our biggest innovation killer.\u003c/p>\n\u003cp>\u003cstrong>Most importantly, they prioritize autonomy and trust.\u003c/strong> Much has been said about the achievements of the Finnish education system, usually countermanded by the limited transferability of its lessons to less homogenous cultures. Their insistence upon trust in the profession and the autonomy that accompanies that trust could be adopted by any country.\u003c/p>\n\u003cp>As an industry, education is no different to any other, facing the immense challenges of a disintermediated, fragmented, yet socially connected, future. As an institution, government-led education bears similarities to the concept of universal suffrage. Both were always seen to be an unchallenged, essential entitlement. Young people, however, increasingly fail to see the point of voting, or of learning formally, and they have discovered other, more dynamic routes to both political activism and self-improvement. Tinkering with standards and structures will not win them back.\u003c/p>\n\u003cp>[contextly_sidebar id=\"OZZaLFLDqnHIIsbnwn4BdIX4QvIb18RK\"]\u003c/p>\n\u003cp>It is just possible that an alliance between parents and teachers, amplified through the voices of the students on the receiving end, may finally get the message across to governments -- desperate to effect breakthroughs but not knowing what else to do -- that we need some new ideas around here. I believe open learning systems may help to address those demands.\u003c/p>\n\u003cp>\"Open\" as a way of working, and living our lives, is winning. It is time we applied it to education.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Price is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon. You can follow him on Twitter at \u003ca href=\"https://twitter.com/davidpriceobe\">@DavidPriceOBE\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Technology and rapidly evolving student needs are influencing how schools can think about trust, autonomy and collaboration. ","status":"publish","parent":0,"modified":1429207978,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":703},"headData":{"title":"What Will Education Look Like in a More Open Future? | KQED","description":"Technology and rapidly evolving student needs are influencing how schools can think about trust, autonomy and collaboration. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"40074 http://ww2.kqed.org/mindshift/?p=40074","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/16/what-will-education-look-like-in-a-more-open-future/","disqusTitle":"What Will Education Look Like in a More Open Future?","path":"/mindshift/40074/what-will-education-look-like-in-a-more-open-future","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>By David Price\u003c/p>\n\u003cp>In my book, \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a>, I argue that a relentless focus upon high-stakes accountability -- through student testing and teacher evaluation -- has done little to improve outcomes, and has de-professionalized and demoralized teachers.\u003c/p>\n\u003cp>On the other hand, the flourishing of social collaboration among educators offers hope for a profession under siege, because it’s through self-determining their own professional learning that teachers and administrators can both offset the worst effects of being told how to do their jobs and accelerate innovation.\u003c/p>\n\u003cp>After the failure of command-and-control, there is now a growing interest in \u003ca href=\"http://www.fastcolabs.com/3026079/open-company/lessons-from-converting-to-a-no-management-company-in-just-two-days\">self-managed work-groups\u003c/a>, radical transparency and open learning systems as productivity and innovation drivers. What would that look like for educators?\u003c/p>\n\u003cp>\u003cstrong>Going Open\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Open learning systems apply the same learning principles to their professionals as they do to their students. They understand that the only sustainable transformation in education has to be owned by the people who have to implement it: teachers. They have high expectations of the profession’s capacity to learn through transparent, shared practice, and of their ability to rise to additional responsibilities. They have the humility to accept that learning now happens everywhere, anytime, and they work hard to integrate informal learning into the formal environment.\u003c/p>\n\u003cp>Open learning systems, in the workplace, and in the formal learning space, share common characteristics.\u003c/p>\n\u003cp>\u003cstrong>They place an emphasis upon innovation through collaboration.\u003c/strong> For Professor David H. Hargreaves, \u003ca href=\"http://dera.ioe.ac.uk/15804/1/a-self-improving-school-system-towards-maturity.pdf\">\"professional development and partnership competence are the soil in which collaborative capital grows.\"\u003c/a> Innovation will flourish if it is disintermediated: shorn of the externally imposed agendas and intermediaries that invite resistance and that de-professionalize teaching. It will also flourish if professional learning is collegial and self-determined. In an open learning system, teachers open up the classroom, not just welcoming colleagues, but also the range of entrepreneurs, technologists and industrialists who thus increase their investment in the future of the school, while at the same time connecting learners to the adult world.\u003c/p>\n\u003cp>\u003cstrong>Open learning systems should have low-entry barriers and be inclusive, welcoming diversity\u003c/strong>. They acknowledge that effective learning happens when knowledge is not seen as a finite resource, to be guarded jealously, but freely exchanged in cultures where vested interests and copyright are minimized. Open learning systems practice \"radical transparency.\"\u003c/p>\n\u003cp>\u003cstrong>Open learning systems need to promote the freedom to innovate, and therefore the freedom to fail.\u003c/strong> How many school systems would be allowed such freedom? Fear of failure paralyzes schools and system leaders and is our biggest innovation killer.\u003c/p>\n\u003cp>\u003cstrong>Most importantly, they prioritize autonomy and trust.\u003c/strong> Much has been said about the achievements of the Finnish education system, usually countermanded by the limited transferability of its lessons to less homogenous cultures. Their insistence upon trust in the profession and the autonomy that accompanies that trust could be adopted by any country.\u003c/p>\n\u003cp>As an industry, education is no different to any other, facing the immense challenges of a disintermediated, fragmented, yet socially connected, future. As an institution, government-led education bears similarities to the concept of universal suffrage. Both were always seen to be an unchallenged, essential entitlement. Young people, however, increasingly fail to see the point of voting, or of learning formally, and they have discovered other, more dynamic routes to both political activism and self-improvement. Tinkering with standards and structures will not win them back.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>It is just possible that an alliance between parents and teachers, amplified through the voices of the students on the receiving end, may finally get the message across to governments -- desperate to effect breakthroughs but not knowing what else to do -- that we need some new ideas around here. I believe open learning systems may help to address those demands.\u003c/p>\n\u003cp>\"Open\" as a way of working, and living our lives, is winning. It is time we applied it to education.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Price is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon. You can follow him on Twitter at \u003ca href=\"https://twitter.com/davidpriceobe\">@DavidPriceOBE\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40074/what-will-education-look-like-in-a-more-open-future","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_1015","mindshift_20784","mindshift_1040","mindshift_110"],"featImg":"mindshift_39148","label":"mindshift"},"mindshift_39825":{"type":"posts","id":"mindshift_39825","meta":{"index":"posts_1591205157","site":"mindshift","id":"39825","score":null,"sort":[1427118209000]},"guestAuthors":[],"slug":"six-powerful-motivations-driving-social-learning-by-teens","title":"Six Powerful Motivations Driving Social Learning By Teens","publishDate":1427118209,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By David Price\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Along with Google search, Wikipedia has become the first point of reference for most of us. Wikipedia’s first incarnation, Nupedia, relied upon the authority of academic experts to provide quality control for Jimmy Wales’ first attempt at an online encyclopedia. After months of peer-review, only a handful of articles had appeared on Nupedia. Wales decision to ‘go open’ not only allowed Wikipedia to flourish, it led to the emergence of the \"pro-am\" (an amateur who possesses professional levels of expertise). The initial academic concerns over the reliability of information in Wikipedia articles have now largely dissipated, assuaged by an army of volunteers, who correct over half the cases of \"vandalism\" in less than four minutes. It is a powerful example of a self-correcting organism. The story of Nupedia and Wikipedia points to a profound shift in the direction in which knowledge travels. Until relatively recently, knowledge only ever trickled down. Now it spreads laterally. At least, it does in the social space. In formal centers of learning, old habits die hard.\u003c/p>\n\u003cp>The tension between open, social learning and the formal, enclosed variety is becoming untenable. Today’s students often have more computing power in their pockets, on their mobile phones, than the PCs in the outdated computer lab–-but they are usually prevented from using it. The students’ personal learning networks of friends, forum users, Twitter followers and Facebook friends provide a rich source of knowledge gathering when they are at home, but use of such networks is excluded from their classrooms. It is little wonder that teachers experience immense frustration in trying to keep their students’ attention.\u003c/p>\n\u003cp>In order to see a rise in the proportion of students who class themselves as engaged in school, we must build a better understanding of how they are learning outside school and take account of that in our learning and teaching practice. There are (at least) six powerful motivations fueling learning socially. I call them the Six \"Do-Its\" and explain them as follows.\u003c/p>\n\u003cp>\u003cstrong>1. DO IT YOURSELF\u003c/strong>\u003cbr>\nClay Shirky (Shirky, 2008) identified the rise in mass online collaboration, speculating that, in the future, such collaboration would extend from \"knowing about\" into \"taking action.\" He did not have long to wait. Organizations like \u003ca href=\"http://www.ushahidi.com/\">Ushahidi\u003c/a> use open source technologies to bring little-known social and political issues to a global audience. They are \"working towards a world where open, effective and participatory governance is the norm, not the exception.\" Such intermediaries are democratizing learning by removing entry barriers and making it active and empowering.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"gZezq4pfwBn6GSp8AilKWPWksnv8O8MB\"]\u003c/p>\n\u003cp>\u003cstrong>2. DO IT NOW\u003c/strong>\u003cbr>\nThe immediacy that is seen when Tweets or videos go viral is both motivating and reinforcing. It turns out there's a scientific reason. The reward of dopamine release, observed in immediate responses to social media requests, helps \"stamp in\" memories and increase motivation. Early childhood education expert \u003ca href=\"http://education.illinois.edu/people/lgkatz\">Lilian Katz\u003c/a> has long argued that learning which has immediacy, solving problems just-in-time, has \"horizontal relevance.\" Katz suggests that this kind of learning is more motivating than its opposite – \"vertical relevance\" (just-in-case). Katz’s assertions, made before the advent of social media, are even more applicable today, given the style of learning that dominates in the social space.\u003c/p>\n\u003cp>\u003cstrong>3. DO IT WITH FRIENDS\u003c/strong>\u003cbr>\nThe ability to choose our collaborators is a key freedom hallmarking social learning. Personal learning communities are built upon collegiality and fluidity, with groups coming together around their personal passions and professional interests. Such freedoms are all but absent in most schools.\u003c/p>\n\u003cp>\u003cstrong>4. DO IT FOR FUN\u003c/strong>\u003cbr>\nProjects, forums and social movements are often marked by a sense of playfulness. Fun alone, however, is insufficient to maintain a learning community. \"Serious gaming\" has flourished because it combines enjoyment with challenge--what Seymour Papert calls \"\u003ca href=\"http://www.papert.org/articles/HardFun.html\">hard fun\u003c/a>\"-–in the pursuit of purposeful activity.\u003c/p>\n\u003cp>\u003cstrong>5. DO UNTO OTHERS\u003c/strong>\u003cbr>\nThe technological vehicles for social learning are morally neutral, merely reflecting the values and actions of the participants. Inevitably, much is made of the malevolent use of social media in the mainstream media: cyberbullying, youth radicalization, trolling and the like. However, mainstream media rarely report the million random acts of kindness that occur on forums, media aggregators and knowledge sharing sites. Relatively little is heard of organizations like \u003ca href=\"https://www.dosomething.org/\">DoSomething.org\u003c/a>, a global movement of 3.3 million young people dedicated to \"making the world suck less.\" Their members have recycled 4.3 million pairs of jeans for young homeless people, collected mobile/cell phones for domestic violence survivors, baked cakes for infants in Syria, hosted dance classes for seniors (anyone over 25 is officially \"old\" on DoSomething). Weren’t the Millennials supposed to be the ‘Me Me Me Generation’?\u003c/p>\n\u003cp>\u003cstrong>6. DO IT FOR THE WORLD TO SEE\u003c/strong>\u003cbr>\nPerhaps this is the most contestable of the six motivations of social learning, due to the number of young people who do, or say, stupid things without thinking of the consequences of highly public sharing. Their numbers are only exceeded by the number of adults who say or do even stupider things. The pressures of keeping students safe frequently overwhelms the benefits of authentic public assessment of their work. Most societies teach their children to cross the road safely; we do not ban cars--yet that seems to be the equivalent strategy when it comes to digital safety. As a result, the contrast between the strictly enclosed audience for student work in school, with the open, global audience their work enjoys when they are at home, inevitably makes school work seem dull by comparison.\u003c/p>\n\u003cp>It is not hard to see that these \"Do-Its\" appear far more frequently in social, informal learning than they do in our schools and colleges. This goes some way to explaining the rise of disengagement in school, and presents unenviable challenges for teachers. Yet schools who have opened their learning environments and integrated these motivations into their learning programs are not only enhancing engagement--they are preparing their students for the adaptive, entrepreneurial future that awaits them. In short, they have realised that the best way to prepare young people for the world beyond school is to immerse them in the world beyond school, as often as possible.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>David Price is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon. You can follow him on Twitter at \u003ca href=\"https://twitter.com/davidpriceobe\">@DavidPriceOBE\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Despite cautionary tales of teens and social networks, students have a lot to gain from incorporating what they learn in their personal digital space to the classroom. ","status":"publish","parent":0,"modified":1427480709,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1099},"headData":{"title":"Six Powerful Motivations Driving Social Learning By Teens | KQED","description":"Despite cautionary tales of teens and social networks, students have a lot to gain from incorporating what they learn in their personal digital space to the classroom. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39825 http://blogs.kqed.org/mindshift/?p=39825","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/23/six-powerful-motivations-driving-social-learning-by-teens/","disqusTitle":"Six Powerful Motivations Driving Social Learning By Teens","path":"/mindshift/39825/six-powerful-motivations-driving-social-learning-by-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By David Price\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Along with Google search, Wikipedia has become the first point of reference for most of us. Wikipedia’s first incarnation, Nupedia, relied upon the authority of academic experts to provide quality control for Jimmy Wales’ first attempt at an online encyclopedia. After months of peer-review, only a handful of articles had appeared on Nupedia. Wales decision to ‘go open’ not only allowed Wikipedia to flourish, it led to the emergence of the \"pro-am\" (an amateur who possesses professional levels of expertise). The initial academic concerns over the reliability of information in Wikipedia articles have now largely dissipated, assuaged by an army of volunteers, who correct over half the cases of \"vandalism\" in less than four minutes. It is a powerful example of a self-correcting organism. The story of Nupedia and Wikipedia points to a profound shift in the direction in which knowledge travels. Until relatively recently, knowledge only ever trickled down. Now it spreads laterally. At least, it does in the social space. In formal centers of learning, old habits die hard.\u003c/p>\n\u003cp>The tension between open, social learning and the formal, enclosed variety is becoming untenable. Today’s students often have more computing power in their pockets, on their mobile phones, than the PCs in the outdated computer lab–-but they are usually prevented from using it. The students’ personal learning networks of friends, forum users, Twitter followers and Facebook friends provide a rich source of knowledge gathering when they are at home, but use of such networks is excluded from their classrooms. It is little wonder that teachers experience immense frustration in trying to keep their students’ attention.\u003c/p>\n\u003cp>In order to see a rise in the proportion of students who class themselves as engaged in school, we must build a better understanding of how they are learning outside school and take account of that in our learning and teaching practice. There are (at least) six powerful motivations fueling learning socially. I call them the Six \"Do-Its\" and explain them as follows.\u003c/p>\n\u003cp>\u003cstrong>1. DO IT YOURSELF\u003c/strong>\u003cbr>\nClay Shirky (Shirky, 2008) identified the rise in mass online collaboration, speculating that, in the future, such collaboration would extend from \"knowing about\" into \"taking action.\" He did not have long to wait. Organizations like \u003ca href=\"http://www.ushahidi.com/\">Ushahidi\u003c/a> use open source technologies to bring little-known social and political issues to a global audience. They are \"working towards a world where open, effective and participatory governance is the norm, not the exception.\" Such intermediaries are democratizing learning by removing entry barriers and making it active and empowering.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. DO IT NOW\u003c/strong>\u003cbr>\nThe immediacy that is seen when Tweets or videos go viral is both motivating and reinforcing. It turns out there's a scientific reason. The reward of dopamine release, observed in immediate responses to social media requests, helps \"stamp in\" memories and increase motivation. Early childhood education expert \u003ca href=\"http://education.illinois.edu/people/lgkatz\">Lilian Katz\u003c/a> has long argued that learning which has immediacy, solving problems just-in-time, has \"horizontal relevance.\" Katz suggests that this kind of learning is more motivating than its opposite – \"vertical relevance\" (just-in-case). Katz’s assertions, made before the advent of social media, are even more applicable today, given the style of learning that dominates in the social space.\u003c/p>\n\u003cp>\u003cstrong>3. DO IT WITH FRIENDS\u003c/strong>\u003cbr>\nThe ability to choose our collaborators is a key freedom hallmarking social learning. Personal learning communities are built upon collegiality and fluidity, with groups coming together around their personal passions and professional interests. Such freedoms are all but absent in most schools.\u003c/p>\n\u003cp>\u003cstrong>4. DO IT FOR FUN\u003c/strong>\u003cbr>\nProjects, forums and social movements are often marked by a sense of playfulness. Fun alone, however, is insufficient to maintain a learning community. \"Serious gaming\" has flourished because it combines enjoyment with challenge--what Seymour Papert calls \"\u003ca href=\"http://www.papert.org/articles/HardFun.html\">hard fun\u003c/a>\"-–in the pursuit of purposeful activity.\u003c/p>\n\u003cp>\u003cstrong>5. DO UNTO OTHERS\u003c/strong>\u003cbr>\nThe technological vehicles for social learning are morally neutral, merely reflecting the values and actions of the participants. Inevitably, much is made of the malevolent use of social media in the mainstream media: cyberbullying, youth radicalization, trolling and the like. However, mainstream media rarely report the million random acts of kindness that occur on forums, media aggregators and knowledge sharing sites. Relatively little is heard of organizations like \u003ca href=\"https://www.dosomething.org/\">DoSomething.org\u003c/a>, a global movement of 3.3 million young people dedicated to \"making the world suck less.\" Their members have recycled 4.3 million pairs of jeans for young homeless people, collected mobile/cell phones for domestic violence survivors, baked cakes for infants in Syria, hosted dance classes for seniors (anyone over 25 is officially \"old\" on DoSomething). Weren’t the Millennials supposed to be the ‘Me Me Me Generation’?\u003c/p>\n\u003cp>\u003cstrong>6. DO IT FOR THE WORLD TO SEE\u003c/strong>\u003cbr>\nPerhaps this is the most contestable of the six motivations of social learning, due to the number of young people who do, or say, stupid things without thinking of the consequences of highly public sharing. Their numbers are only exceeded by the number of adults who say or do even stupider things. The pressures of keeping students safe frequently overwhelms the benefits of authentic public assessment of their work. Most societies teach their children to cross the road safely; we do not ban cars--yet that seems to be the equivalent strategy when it comes to digital safety. As a result, the contrast between the strictly enclosed audience for student work in school, with the open, global audience their work enjoys when they are at home, inevitably makes school work seem dull by comparison.\u003c/p>\n\u003cp>It is not hard to see that these \"Do-Its\" appear far more frequently in social, informal learning than they do in our schools and colleges. This goes some way to explaining the rise of disengagement in school, and presents unenviable challenges for teachers. Yet schools who have opened their learning environments and integrated these motivations into their learning programs are not only enhancing engagement--they are preparing their students for the adaptive, entrepreneurial future that awaits them. In short, they have realised that the best way to prepare young people for the world beyond school is to immerse them in the world beyond school, as often as possible.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>David Price is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon. You can follow him on Twitter at \u003ca href=\"https://twitter.com/davidpriceobe\">@DavidPriceOBE\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39825/six-powerful-motivations-driving-social-learning-by-teens","authors":["4354"],"categories":["mindshift_192","mindshift_20827"],"tags":["mindshift_1015","mindshift_822","mindshift_20784","mindshift_1040","mindshift_20782","mindshift_20557"],"featImg":"mindshift_37188","label":"mindshift"},"mindshift_39332":{"type":"posts","id":"mindshift_39332","meta":{"index":"posts_1591205157","site":"mindshift","id":"39332","score":null,"sort":[1423837909000]},"guestAuthors":[],"slug":"techniques-for-unleashing-student-work-from-learning-management-systems","title":"Techniques for Unleashing Student Work from Learning Management Systems","publishDate":1423837909,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39363\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/techniques-for-unleashing-student-work-from-learning-management-systems/pipes/\" rel=\"attachment wp-att-39363\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Pipes.gif\" alt=\"Ari Moore/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39363\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ari Moore/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp>Helping students become networked learners begins by thinking carefully about where we conduct our online learning. Most online learning in higher education and in K-12 takes place in Learning Management Systems (LMS) such as Canvas, Moodle or Blackboard. In higher education in particular, these LMS are designed to scale up the distribution of course materials — by default they are configured to distribute syllabi, course readings and assignments. Student contributions are usually limited to discussion forums and assignment submissions.\u003c/p>\n\u003cp>Since these are institutionally managed spaces, students can lose control over what they submit to the LMS. At many universities, after three or six months, the sites are deleted, and all of the intellectual contributions that students are asked to make to forums or assessments are washed away. While LMS offer certain advantages for scaling standard experiences, these spaces are homogenized, transient and disempowering. As Jim Groom and Brian Lamb argue in \"\u003ca href=\"http://www.educause.edu/visuals/shared/er/extras/2014/ReclaimingInnovation/default.html\">Reclaiming Innovation\u003c/a>,\" their critique of learning management systems, the fundamental problem is that learning management systems are ultimately about serving the needs of institutions, not individual students.\u003c/p>\n\u003cp>\u003cstrong>Breaking Out of the LMS\u003c/strong>\u003c/p>\n\u003cp>Last fall, I taught \u003cem>T509- Massive: The Future of Learning at Scale\u003c/em>, a course at the Harvard Graduate School of Education that examined a variety of large-scale learning environments with many learners and few instructors. The course design was inspired by the values of other educators who have congregated under the banner of \u003ca href=\"http://www.connectivistmoocs.org/\">Connectivist\u003c/a> or \u003ca href=\"http://connectedcourses.net/\">Connected Courses\u003c/a>. In these kinds of courses, \u003cem>how \u003c/em>students learn is as important as \u003cem>what \u003c/em>students learn. An explicit goal is for students to learn to build networks of learning resources — people, readings, websites and communities—that can help them continue learning in a domain long after a course ends.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is a different and potentially quite radical vision of the purposes of schooling. In \u003ca href=\"http://www.itdl.org/journal/jan_05/article01.htm\">his manifesto on Connectivism\u003c/a>, George Siemens writes that in Connectivist learning environments, the “pipes” of a course are more important than what flows through those pipes. The networks that students build are durable structures of lifelong learning, and they are more important than whatever I could teach students about large-scale learning in the 12 three-hour sessions that we had together.\u003c/p>\n\u003cp>Stephen Downes, a co-creator of the first Connectivist learning environments, offers an even more radical framing: he argues that \u003ca href=\"https://www.insidehighered.com/blogs/hack-higher-education/ed-tech-macguffin\">the content is a MacGuffin\u003c/a>, the plot device in a Hitchcock movie that starts the story but ultimately proves unimportant. For many professors and teachers, the notion that the content is a trick to get people to start learning together is an affront to the profession. But these kinds of provocations are wonderful places to rethink what teaching and learning can look like in a networked world.\u003c/p>\n\u003cp>\u003cstrong>Tools for Connected Learning\u003c/strong>\u003c/p>\n\u003cp>For \u003cem>Massive\u003c/em>, then, we needed to develop a technology-mediated learning environment that could support connected learning. This begins by having students own their learning spaces and democratize the means of production. Rather than forcing students to log in to an institutional LMS, I asked them to create their own websites, blogs, Twitter accounts and spaces on the open Web. In these spaces, students could curate links and connections and share their evolving ideas. Whatever they create is owned and maintained by them, not by me or by Harvard. They can keep their content for three months, three years, or the rest of their lives, so long as they continue to curate and move their published content as platforms change. \u003c/p>\n\u003cp>[contextly_sidebar id=\"wXvBkIDekrx5HlzzdpQreGtxwxId6X2B\"]\u003c/p>\n\u003cp>While empowering, the challenge of this model is that everyone’s creations are spread across the open Web. The way that most courses deal with the problem of distributed production is by forcing all students to post in the same place, in the password-walled, institutionally controlled LMS. The way that Connected Courses deal with this challenge is by \u003ca href=\"http://cogdogblog.com/2014/07/14/feed-wordpress-101/\">aggregation\u003c/a>, sometimes also called syndication. All of the content produced on student blogs, websites, Twitter accounts and other social media accounts is syndicated to a single website.\u003c/p>\n\u003cp>For \u003cem>Massive\u003c/em>, we had a website, \u003ca href=\"http://t509massive.org\">t509massive.org\u003c/a>, where student contributions flowed together. When students created posts tagged with the hashtag \u003ca href=\"https://twitter.com/search?f=realtime&q=%23t509massive&src=typd\">#t509massive\u003c/a>, their content was aggregated together on the t509massive.org site. On the \u003ca href=\"http://t509massive.org/flow/\">Flow\u003c/a> page, every piece of content created by students, myself and teaching staff was aggregated into one place. We also had \u003ca href=\"http://t509massive.org/category/blog-hub/\">Blog\u003c/a> and \u003ca href=\"http://t509massive.org/category/twitter-hub/\">Twitter Hubs\u003c/a> that displayed only long-form writing from blogs or microposts from Twitter. A \u003ca href=\"http://t509massive.org/category/spotlight/\">Spotlight\u003c/a> page highlighted some of the best writings from students.\u003c/p>\n\u003cp>\u003cstrong>Some Advantages\u003c/strong>\u003c/p>\n\u003cp>This online learning environment had three important advantages. First, students owned their means of production. They weren’t writing in discussion forums in order to get 2 points for posting to the weekly prompt. They wrote to communicate with audiences within the class and beyond. Second, everyone’s thinking could be found in the same place, by looking at hashtags and our syndication engines on \u003ca href=\"http://t509massive.org\">t509massive.org\u003c/a>. Finally, this design allows our learning to be permeable to the outside world. Students could write for audiences they cared about: fellow librarians or English teachers or education technologists working in developing countries. And as our networks grew, colleagues form outside our classroom could share with us, by posting links or thoughts to the #t509massive hashtag.\u003c/p>\n\u003cp>Even though the class has ended, students still share on the hashtag, still write on their blogs and still enjoy the benefits of the connections that we’ve built together. As a teacher, it’s thrilling to look at the Blog Hub a month after class has ended and to see that people are still posting and sharing.\u003c/p>\n\u003cp>So what did students do with all of these spaces and connections? My students come from all over the world, geographically and intellectually. After their one-year master's program, they are going back to classrooms, libraries, district offices, policy shops, edtech startups, engineering firms, medical schools, divisions of continuing education, community colleges and more. It would be impossible to design assignments that served all of them well. Rather than proscribe specific assignments for students, I asked them to take up the challenge of determining what would be useful to them, to their classmates and to the wider world.\u003c/p>\n\u003cp>I gave students \u003ca href=\"http://t509massive.org/participation-rubric/\">structures\u003c/a> for doing so: students wrote and then revised a rubric that defined how they would contribute to our networked learning commons and what excellent work in this space might look like. But ultimately, the students determined what and how they wanted to write. For some, this was the greatest challenge of all. Accustomed to trying to figure out what “the teacher wanted to hear,” many of my students struggled to figure out what they might want to say in their own voice, and what kinds of contributions they could make to their own learning, their classmates and to the wider world.\u003c/p>\n\u003cp>In my mind, this is exactly what the future of lifelong learning looks like. We will be learning constantly throughout our careers as workers and citizens, and once young people graduate from formal institutions, much of that learning will be self-directed and unstructured. What I hope that students could take away from my Connected Course were the skill sets to participate in that kind of learning out on the open Web, and the belief that lifelong learning can be most powerful when we intentionally build networks of people to learn with us.\u003c/p>\n\u003cp>On the first day of my course, I tell students that they have three responsibilities: to advance their own learning, to advance the learning of their classmates and to advance the learning of their wider communities. If they are successful as students, they’ll benefit not only themselves, but their classmates and colleagues beyond.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Justin Reich is the Richard L. Menschel HarvardX Research Fellow, and an Adjunct Lecturer in the Technology, Innovation, and Education program at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Learning management systems, like Blackboard and Moodle, have helped educators manage assignments. However, the LMS can be an obstacle to letting students take their work with them while connecting to the greater world. ","status":"publish","parent":0,"modified":1423837916,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1338},"headData":{"title":"Techniques for Unleashing Student Work from Learning Management Systems | KQED","description":"Learning management systems, like Blackboard and Moodle, have helped educators manage assignments. However, the LMS can be an obstacle to letting students take their work with them while connecting to the greater world. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39332 http://blogs.kqed.org/mindshift/?p=39332","disqusUrl":"https://ww2.kqed.org/mindshift/2015/02/13/techniques-for-unleashing-student-work-from-learning-management-systems/","disqusTitle":"Techniques for Unleashing Student Work from Learning Management Systems","path":"/mindshift/39332/techniques-for-unleashing-student-work-from-learning-management-systems","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39363\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/techniques-for-unleashing-student-work-from-learning-management-systems/pipes/\" rel=\"attachment wp-att-39363\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Pipes.gif\" alt=\"Ari Moore/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39363\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ari Moore/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp>Helping students become networked learners begins by thinking carefully about where we conduct our online learning. Most online learning in higher education and in K-12 takes place in Learning Management Systems (LMS) such as Canvas, Moodle or Blackboard. In higher education in particular, these LMS are designed to scale up the distribution of course materials — by default they are configured to distribute syllabi, course readings and assignments. Student contributions are usually limited to discussion forums and assignment submissions.\u003c/p>\n\u003cp>Since these are institutionally managed spaces, students can lose control over what they submit to the LMS. At many universities, after three or six months, the sites are deleted, and all of the intellectual contributions that students are asked to make to forums or assessments are washed away. While LMS offer certain advantages for scaling standard experiences, these spaces are homogenized, transient and disempowering. As Jim Groom and Brian Lamb argue in \"\u003ca href=\"http://www.educause.edu/visuals/shared/er/extras/2014/ReclaimingInnovation/default.html\">Reclaiming Innovation\u003c/a>,\" their critique of learning management systems, the fundamental problem is that learning management systems are ultimately about serving the needs of institutions, not individual students.\u003c/p>\n\u003cp>\u003cstrong>Breaking Out of the LMS\u003c/strong>\u003c/p>\n\u003cp>Last fall, I taught \u003cem>T509- Massive: The Future of Learning at Scale\u003c/em>, a course at the Harvard Graduate School of Education that examined a variety of large-scale learning environments with many learners and few instructors. The course design was inspired by the values of other educators who have congregated under the banner of \u003ca href=\"http://www.connectivistmoocs.org/\">Connectivist\u003c/a> or \u003ca href=\"http://connectedcourses.net/\">Connected Courses\u003c/a>. In these kinds of courses, \u003cem>how \u003c/em>students learn is as important as \u003cem>what \u003c/em>students learn. An explicit goal is for students to learn to build networks of learning resources — people, readings, websites and communities—that can help them continue learning in a domain long after a course ends.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is a different and potentially quite radical vision of the purposes of schooling. In \u003ca href=\"http://www.itdl.org/journal/jan_05/article01.htm\">his manifesto on Connectivism\u003c/a>, George Siemens writes that in Connectivist learning environments, the “pipes” of a course are more important than what flows through those pipes. The networks that students build are durable structures of lifelong learning, and they are more important than whatever I could teach students about large-scale learning in the 12 three-hour sessions that we had together.\u003c/p>\n\u003cp>Stephen Downes, a co-creator of the first Connectivist learning environments, offers an even more radical framing: he argues that \u003ca href=\"https://www.insidehighered.com/blogs/hack-higher-education/ed-tech-macguffin\">the content is a MacGuffin\u003c/a>, the plot device in a Hitchcock movie that starts the story but ultimately proves unimportant. For many professors and teachers, the notion that the content is a trick to get people to start learning together is an affront to the profession. But these kinds of provocations are wonderful places to rethink what teaching and learning can look like in a networked world.\u003c/p>\n\u003cp>\u003cstrong>Tools for Connected Learning\u003c/strong>\u003c/p>\n\u003cp>For \u003cem>Massive\u003c/em>, then, we needed to develop a technology-mediated learning environment that could support connected learning. This begins by having students own their learning spaces and democratize the means of production. Rather than forcing students to log in to an institutional LMS, I asked them to create their own websites, blogs, Twitter accounts and spaces on the open Web. In these spaces, students could curate links and connections and share their evolving ideas. Whatever they create is owned and maintained by them, not by me or by Harvard. They can keep their content for three months, three years, or the rest of their lives, so long as they continue to curate and move their published content as platforms change. \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While empowering, the challenge of this model is that everyone’s creations are spread across the open Web. The way that most courses deal with the problem of distributed production is by forcing all students to post in the same place, in the password-walled, institutionally controlled LMS. The way that Connected Courses deal with this challenge is by \u003ca href=\"http://cogdogblog.com/2014/07/14/feed-wordpress-101/\">aggregation\u003c/a>, sometimes also called syndication. All of the content produced on student blogs, websites, Twitter accounts and other social media accounts is syndicated to a single website.\u003c/p>\n\u003cp>For \u003cem>Massive\u003c/em>, we had a website, \u003ca href=\"http://t509massive.org\">t509massive.org\u003c/a>, where student contributions flowed together. When students created posts tagged with the hashtag \u003ca href=\"https://twitter.com/search?f=realtime&q=%23t509massive&src=typd\">#t509massive\u003c/a>, their content was aggregated together on the t509massive.org site. On the \u003ca href=\"http://t509massive.org/flow/\">Flow\u003c/a> page, every piece of content created by students, myself and teaching staff was aggregated into one place. We also had \u003ca href=\"http://t509massive.org/category/blog-hub/\">Blog\u003c/a> and \u003ca href=\"http://t509massive.org/category/twitter-hub/\">Twitter Hubs\u003c/a> that displayed only long-form writing from blogs or microposts from Twitter. A \u003ca href=\"http://t509massive.org/category/spotlight/\">Spotlight\u003c/a> page highlighted some of the best writings from students.\u003c/p>\n\u003cp>\u003cstrong>Some Advantages\u003c/strong>\u003c/p>\n\u003cp>This online learning environment had three important advantages. First, students owned their means of production. They weren’t writing in discussion forums in order to get 2 points for posting to the weekly prompt. They wrote to communicate with audiences within the class and beyond. Second, everyone’s thinking could be found in the same place, by looking at hashtags and our syndication engines on \u003ca href=\"http://t509massive.org\">t509massive.org\u003c/a>. Finally, this design allows our learning to be permeable to the outside world. Students could write for audiences they cared about: fellow librarians or English teachers or education technologists working in developing countries. And as our networks grew, colleagues form outside our classroom could share with us, by posting links or thoughts to the #t509massive hashtag.\u003c/p>\n\u003cp>Even though the class has ended, students still share on the hashtag, still write on their blogs and still enjoy the benefits of the connections that we’ve built together. As a teacher, it’s thrilling to look at the Blog Hub a month after class has ended and to see that people are still posting and sharing.\u003c/p>\n\u003cp>So what did students do with all of these spaces and connections? My students come from all over the world, geographically and intellectually. After their one-year master's program, they are going back to classrooms, libraries, district offices, policy shops, edtech startups, engineering firms, medical schools, divisions of continuing education, community colleges and more. It would be impossible to design assignments that served all of them well. Rather than proscribe specific assignments for students, I asked them to take up the challenge of determining what would be useful to them, to their classmates and to the wider world.\u003c/p>\n\u003cp>I gave students \u003ca href=\"http://t509massive.org/participation-rubric/\">structures\u003c/a> for doing so: students wrote and then revised a rubric that defined how they would contribute to our networked learning commons and what excellent work in this space might look like. But ultimately, the students determined what and how they wanted to write. For some, this was the greatest challenge of all. Accustomed to trying to figure out what “the teacher wanted to hear,” many of my students struggled to figure out what they might want to say in their own voice, and what kinds of contributions they could make to their own learning, their classmates and to the wider world.\u003c/p>\n\u003cp>In my mind, this is exactly what the future of lifelong learning looks like. We will be learning constantly throughout our careers as workers and citizens, and once young people graduate from formal institutions, much of that learning will be self-directed and unstructured. What I hope that students could take away from my Connected Course were the skill sets to participate in that kind of learning out on the open Web, and the belief that lifelong learning can be most powerful when we intentionally build networks of people to learn with us.\u003c/p>\n\u003cp>On the first day of my course, I tell students that they have three responsibilities: to advance their own learning, to advance the learning of their classmates and to advance the learning of their wider communities. If they are successful as students, they’ll benefit not only themselves, but their classmates and colleagues beyond.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Justin Reich is the Richard L. Menschel HarvardX Research Fellow, and an Adjunct Lecturer in the Technology, Innovation, and Education program at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39332/techniques-for-unleashing-student-work-from-learning-management-systems","authors":["4354"],"categories":["mindshift_192","mindshift_20746"],"tags":["mindshift_1015","mindshift_20784","mindshift_1040","mindshift_20814"],"featImg":"mindshift_39363","label":"mindshift"},"mindshift_35763":{"type":"posts","id":"mindshift_35763","meta":{"index":"posts_1591205157","site":"mindshift","id":"35763","score":null,"sort":[1400508021000]},"guestAuthors":[],"slug":"how-transparency-can-transform-school-culture","title":"How Transparency Can Transform School Culture","publishDate":1400508021,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35804\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35804\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/1843120451-300x300.jpg\" alt=\"Getty\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">To meet the challenges of teaching in an increasingly connected world, school leaders, educators and community members could benefit from building a culture of transparency and connectivity, creating a culture of sharing around the successes and struggles of teaching and learning.\u003c/p>\n\u003cp>Creating a transparent school starts with a school’s leadership. “Leadership has to buy into the value of connectivity,” said Dr. Joe Mazza, director of connected teaching, learning and leadership at \u003ca href=\"http://www.npenn.org/site/default.aspx?PageID=1\" target=\"_blank\">North Penn School District \u003c/a>and a former elementary school principal in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. “The culture offline or online has to say we care about being open minded to the rest of our learning community whether that’s local or global.”\u003c/p>\n\u003cp>Many educators have found connecting through social media and other online platforms is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\" target=\"_blank\">valuable for sharing resources and inspire one another\u003c/a>. But some teachers are still wary of social media after a few high-profile incidents of teachers being accused of wrong-doing on the web, Mazza said. \"Once teachers understand that the leadership is taking a risk, then they feel a lot more comfortable doing so,” he said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"7768960fcbf57e1f4c2b73845932800b\"]\u003c/p>\n\u003cp>Starting with a foundation of openness to learning new ideas and encouraging innovation among teachers is also important because social media often amplifies whatever school culture already exists. “If you don’t have a culture that’s a collaborative one, that’s relationship-based, that’s selfless, that’s constantly taking an inquiry stance, then a lot of the social media stuff isn't going to fit the vision,” Mazza said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>School and district leaders can model transparency by sharing the notes from staff meetings, school board meetings and even in-service teacher learning days with the whole school community. Removing the mystery can help everyone see why the district does what it does. That includes being clear with students about what the goals are and where the district is going so that they can be part of the transparent culture too. Leaders can also share what they’ve learned from conferences and bring that excitement back to the district.\u003c/p>\n\u003cp>“When you are using digital tools and other social media it’s like you’re yelling out the front door of your school because you are so proud of something,” Mazza said. It gives educators a chance to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\" target=\"_blank\">write their own stories\u003c/a> and to connect more easily with parents and other community members. And just as school and district leadership can inspire teachers to connect with their peers, teachers in turn can role model good online behavior for students. “Embrace the fact that everything you do online and off is role-modeling for kids; and they need good role models,” Mazza said.\u003c/p>\n\u003cp>Connecting with other educators puts control in the hands of educators, but it also helps push the field forward. “It’s important for us not to just look at connectivity for ourselves, but for the entire field of education,” Mazza said. He encourages his teachers to pose problems they face to the Twitter-verse, where they can get great ideas from other educators who have faced similar issues almost immediately.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"When you're using digital tools and other social media it’s like you're yelling out the front door of your school because you are so proud of something.\"\u003c/aside>\n\u003cp>“The more we take, the more we give,” said \u003ca href=\"https://twitter.com/Jeff_Zoul\" target=\"_blank\">Jeff Zoul\u003c/a>, a principal in Deerfield, Illinois. “Sometimes a teacher will tweet something out to the hashtag and the next thing we know we’ve got educators all over the country sharing other resources.”\u003c/p>\n\u003cp>\u003cstrong>RELATIONSHIPS AT THE CORE OF CONNECTIVITY\u003c/strong>\u003c/p>\n\u003cp>It’s easy to hear the term “connected educator” and immediately think of technology, but the most important connections are made face-to-face. “Every one of our 18 schools are very different and the teachers expect us to meet them where they are,” Mazza said. “Every teacher and leader and parent are leveraging tools on a different basis.”\u003c/p>\n\u003cp>Mazza will even print out relevant Twitter chats -- yes, print! -- and articles for principals in his district who aren’t comfortable with technology. By first showing the power of connecting in a familiar form he hopes reluctant educators begin to see that the benefits can outweigh the hassle or potential harm. “When you see it not as work, but as inspiring and helping you get the work done, that’s when your mind opens up,” Mazza said. He’ll often sit down and look at a school improvement plan or goals with a principal and as they move down the list together he’ll list various Twitter hashtags that could offer some suggestions for meeting those goals.\u003c/p>\n\u003cp>Focusing on relationships is equally important for engaging parents and community members with what’s happening at school. “You need those families or else the kids aren’t going to meet their full potential,” Mazza said. He tries to offer parents lots of ways to engage and emphasizes that they should pick what works for them, not necessarily engage on all the platforms.\u003c/p>\n\u003cp>“It’s really about listening and getting out there and making relationships with all these stakeholders,” Mazza said. “If they are not on the internet at all then it’s up to us to get out there and know them. We can’t widen the gap just because they aren’t online.” He makes home visits, especially at the beginning of the year, listening to parent concerns, letting them know about various ways to connect with the school and showing that he cares about the individual student’s well being. “The majority are flattered and honored that you would make the extra effort to get to know them,” Mazza said.\u003c/p>\n\u003cp>He’s also had success holding monthly parent-teacher leadership meetings. Student voice is the center of the meeting, and a group of students always present on something they are doing at school first. Then the discussion can range from how to meet school goals to social and emotional well-being or fundraising.\u003c/p>\n\u003cp>In 2008 when he started these meetings, Mazza would have seven or eight white families coming to those meetings. But he’s started moving them around to different community libraries, as well as streaming them online. Participation has spiked to between 50 and 60 families present physically and another 30 participating online. He partnered with the neighborhood gathering places like the mosque and Korean church to put in computer labs that students use for school work, but that also stream the parent-teacher leadership meetings so community members can participate even if they don’t have internet connections.\u003c/p>\n\u003cp>\u003cstrong>GET COMFORTABLE WITH PUSHBACK\u003c/strong>\u003c/p>\n\u003cp>Including everyone in creating a positive, nurturing and transparent school culture will almost certainly raise questions for parents. “All that pushback is rooted in something,” Mazza said. “If your culture is not transparent, you might have pushback automatically because people aren’t used to sharing what they’re doing. They might not feel it’s safe to do that.” Mazza sees pushback as a way to bring more people into the discussion. Connected, transparent school leaders are comfortable with pushback, Mazza said.\u003c/p>\n\u003cp>“You can’t expect everyone to get it the first time you articulate something,” Mazza said. The only thing a transparent leader can do is keep communicating at every step along the way, continually articulating why he is taking that step and answer questions. Community engagement is a huge part of being a good principal, Mazza said. And if done right, those relationships can be leveraged down the road when things might not be going well. During the tough times -- budget cuts, lower test scores -- the community still knows the principal is dedicated, committed and cares about the school’s well-being.\u003c/p>\n\u003cp>\u003cstrong>LEADING FROM A TRANSPARENT PLACE\u003c/strong>\u003c/p>\n\u003cp>“If you are a school leader right now and you think you have all the resources and can do it all, that’s impossible,” Mazza said. “You need the rest of the world with perspectives to constantly expose your faculty to people who are trying things.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As if running the school, engaging with the community, being a role model both online and off, and encouraging teachers to innovate wasn’t enough for one person, some of the most effective principals make time to continue their own professional development with a learning community. In the school environment the principal, or “lead learner” as Mazza calls the role, is supposed to have all the answers. But that’s impossible and it’s why principals can learn so much from one another.\u003c/p>\n\n","blocks":[],"excerpt":"Leaders who demonstrate a continual desire to learn and connect whenever possible help set a precedence of transparency and innovation in a school's culture.","status":"publish","parent":0,"modified":1411761895,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1505},"headData":{"title":"How Transparency Can Transform School Culture | KQED","description":"Leaders who demonstrate a continual desire to learn and connect whenever possible help set a precedence of transparency and innovation in a school's culture.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"35763 http://blogs.kqed.org/mindshift/?p=35763","disqusUrl":"https://ww2.kqed.org/mindshift/2014/05/19/how-transparency-can-transform-school-culture/","disqusTitle":"How Transparency Can Transform School Culture","path":"/mindshift/35763/how-transparency-can-transform-school-culture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35804\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35804\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/1843120451-300x300.jpg\" alt=\"Getty\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">To meet the challenges of teaching in an increasingly connected world, school leaders, educators and community members could benefit from building a culture of transparency and connectivity, creating a culture of sharing around the successes and struggles of teaching and learning.\u003c/p>\n\u003cp>Creating a transparent school starts with a school’s leadership. “Leadership has to buy into the value of connectivity,” said Dr. Joe Mazza, director of connected teaching, learning and leadership at \u003ca href=\"http://www.npenn.org/site/default.aspx?PageID=1\" target=\"_blank\">North Penn School District \u003c/a>and a former elementary school principal in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. “The culture offline or online has to say we care about being open minded to the rest of our learning community whether that’s local or global.”\u003c/p>\n\u003cp>Many educators have found connecting through social media and other online platforms is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\" target=\"_blank\">valuable for sharing resources and inspire one another\u003c/a>. But some teachers are still wary of social media after a few high-profile incidents of teachers being accused of wrong-doing on the web, Mazza said. \"Once teachers understand that the leadership is taking a risk, then they feel a lot more comfortable doing so,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Starting with a foundation of openness to learning new ideas and encouraging innovation among teachers is also important because social media often amplifies whatever school culture already exists. “If you don’t have a culture that’s a collaborative one, that’s relationship-based, that’s selfless, that’s constantly taking an inquiry stance, then a lot of the social media stuff isn't going to fit the vision,” Mazza said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>School and district leaders can model transparency by sharing the notes from staff meetings, school board meetings and even in-service teacher learning days with the whole school community. Removing the mystery can help everyone see why the district does what it does. That includes being clear with students about what the goals are and where the district is going so that they can be part of the transparent culture too. Leaders can also share what they’ve learned from conferences and bring that excitement back to the district.\u003c/p>\n\u003cp>“When you are using digital tools and other social media it’s like you’re yelling out the front door of your school because you are so proud of something,” Mazza said. It gives educators a chance to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\" target=\"_blank\">write their own stories\u003c/a> and to connect more easily with parents and other community members. And just as school and district leadership can inspire teachers to connect with their peers, teachers in turn can role model good online behavior for students. “Embrace the fact that everything you do online and off is role-modeling for kids; and they need good role models,” Mazza said.\u003c/p>\n\u003cp>Connecting with other educators puts control in the hands of educators, but it also helps push the field forward. “It’s important for us not to just look at connectivity for ourselves, but for the entire field of education,” Mazza said. He encourages his teachers to pose problems they face to the Twitter-verse, where they can get great ideas from other educators who have faced similar issues almost immediately.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"When you're using digital tools and other social media it’s like you're yelling out the front door of your school because you are so proud of something.\"\u003c/aside>\n\u003cp>“The more we take, the more we give,” said \u003ca href=\"https://twitter.com/Jeff_Zoul\" target=\"_blank\">Jeff Zoul\u003c/a>, a principal in Deerfield, Illinois. “Sometimes a teacher will tweet something out to the hashtag and the next thing we know we’ve got educators all over the country sharing other resources.”\u003c/p>\n\u003cp>\u003cstrong>RELATIONSHIPS AT THE CORE OF CONNECTIVITY\u003c/strong>\u003c/p>\n\u003cp>It’s easy to hear the term “connected educator” and immediately think of technology, but the most important connections are made face-to-face. “Every one of our 18 schools are very different and the teachers expect us to meet them where they are,” Mazza said. “Every teacher and leader and parent are leveraging tools on a different basis.”\u003c/p>\n\u003cp>Mazza will even print out relevant Twitter chats -- yes, print! -- and articles for principals in his district who aren’t comfortable with technology. By first showing the power of connecting in a familiar form he hopes reluctant educators begin to see that the benefits can outweigh the hassle or potential harm. “When you see it not as work, but as inspiring and helping you get the work done, that’s when your mind opens up,” Mazza said. He’ll often sit down and look at a school improvement plan or goals with a principal and as they move down the list together he’ll list various Twitter hashtags that could offer some suggestions for meeting those goals.\u003c/p>\n\u003cp>Focusing on relationships is equally important for engaging parents and community members with what’s happening at school. “You need those families or else the kids aren’t going to meet their full potential,” Mazza said. He tries to offer parents lots of ways to engage and emphasizes that they should pick what works for them, not necessarily engage on all the platforms.\u003c/p>\n\u003cp>“It’s really about listening and getting out there and making relationships with all these stakeholders,” Mazza said. “If they are not on the internet at all then it’s up to us to get out there and know them. We can’t widen the gap just because they aren’t online.” He makes home visits, especially at the beginning of the year, listening to parent concerns, letting them know about various ways to connect with the school and showing that he cares about the individual student’s well being. “The majority are flattered and honored that you would make the extra effort to get to know them,” Mazza said.\u003c/p>\n\u003cp>He’s also had success holding monthly parent-teacher leadership meetings. Student voice is the center of the meeting, and a group of students always present on something they are doing at school first. Then the discussion can range from how to meet school goals to social and emotional well-being or fundraising.\u003c/p>\n\u003cp>In 2008 when he started these meetings, Mazza would have seven or eight white families coming to those meetings. But he’s started moving them around to different community libraries, as well as streaming them online. Participation has spiked to between 50 and 60 families present physically and another 30 participating online. He partnered with the neighborhood gathering places like the mosque and Korean church to put in computer labs that students use for school work, but that also stream the parent-teacher leadership meetings so community members can participate even if they don’t have internet connections.\u003c/p>\n\u003cp>\u003cstrong>GET COMFORTABLE WITH PUSHBACK\u003c/strong>\u003c/p>\n\u003cp>Including everyone in creating a positive, nurturing and transparent school culture will almost certainly raise questions for parents. “All that pushback is rooted in something,” Mazza said. “If your culture is not transparent, you might have pushback automatically because people aren’t used to sharing what they’re doing. They might not feel it’s safe to do that.” Mazza sees pushback as a way to bring more people into the discussion. Connected, transparent school leaders are comfortable with pushback, Mazza said.\u003c/p>\n\u003cp>“You can’t expect everyone to get it the first time you articulate something,” Mazza said. The only thing a transparent leader can do is keep communicating at every step along the way, continually articulating why he is taking that step and answer questions. Community engagement is a huge part of being a good principal, Mazza said. And if done right, those relationships can be leveraged down the road when things might not be going well. During the tough times -- budget cuts, lower test scores -- the community still knows the principal is dedicated, committed and cares about the school’s well-being.\u003c/p>\n\u003cp>\u003cstrong>LEADING FROM A TRANSPARENT PLACE\u003c/strong>\u003c/p>\n\u003cp>“If you are a school leader right now and you think you have all the resources and can do it all, that’s impossible,” Mazza said. “You need the rest of the world with perspectives to constantly expose your faculty to people who are trying things.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As if running the school, engaging with the community, being a role model both online and off, and encouraging teachers to innovate wasn’t enough for one person, some of the most effective principals make time to continue their own professional development with a learning community. In the school environment the principal, or “lead learner” as Mazza calls the role, is supposed to have all the answers. But that’s impossible and it’s why principals can learn so much from one another.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35763/how-transparency-can-transform-school-culture","authors":["234"],"categories":["mindshift_192","mindshift_20746"],"tags":["mindshift_1015","mindshift_1040","mindshift_646"],"featImg":"mindshift_35801","label":"mindshift"},"mindshift_27762":{"type":"posts","id":"mindshift_27762","meta":{"index":"posts_1591205157","site":"mindshift","id":"27762","score":null,"sort":[1365001205000]},"guestAuthors":[],"slug":"connected-learning-tying-to-student-passions-to-school-subjects","title":"Connected Learning: Tying Student Passions to School Subjects","publishDate":1365001205,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27968\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27968\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Q2L_1-620x413.png\" alt=\"Q2L_1\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.youthradio.org/news/connected-learninglearning-inside-and-outside-classroom\">By Ashley Williams, Youth Radio\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What if your extracurricular activities weren't just extra but a part of your academics too? New thinking on education intends to bring students' interests into the classroom. It's called Connected Learning and promotes the idea that students will excel in school if what they are learning is relevant to their lives, experiences, and passions. This plan is spelled out in a new \u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">report\u003c/a>, by Mimi Ito, the research director of the Digital Media and Learning Hub at the University of California Irvine.\u003c/p>\n\u003cp>While students would still learn core subjects like math and science, \u003ca href=\"http://www.itofisher.com/mito/weblog/2012/03/connected_learning.html\">Connected Learning\u003c/a> provides ways for students to link their classroom lessons to their lives outside the school. Ito says the objective of Connected Learning is to, “meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It’s important to diversify the kinds of entry points for the kinds of pathways that young people have.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Ito uses the \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> to demonstrate how Connected Learning’s can be effective. She says, “the HPA connects young people who are inspired by the civic virtues portrayed in the Harry Potter books, and want to apply them to the real world.” This fan network organizes over social media platforms (Facebook, Livestream, Youtube, Twitter) to spread awareness and solutions to issues like, equality, and human rights, and to support of charitable causes. Literacy has been a central focus of the group. Their annual book drive has brought 85,000 donations since 2009 and contributions have helped build a library for a charter school in NYC.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ito says another prime example of Connected Learning is at Youth Radio. The youth-driven media organization channels young peoples' passions into education and job training. For instance, the poetry group inside Youth Radio, Remix Your Life, helps strengthen students’ writing skills, public speaking and presentation skills while providing an outlet for us to express what we're passionate about.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Here’s where Connected Learning could help close the opportunity gap. Ito says, “it’s important to diversify the kinds of entry points for the kinds of pathways that young people have.” She adds that “having their interests, their identities validated in the context of academic achievement, civic engagement” is essential to keeping students engaged. This could lead to better student \u003c!--more-->performance. But even more than improved grades, the goal for Connected Learning Ito states, is “not about individual achievement, it’s about contributing in the real world.”\u003c/p>\n\u003cp>\u003cstrong>EXCERPT FROM \u003cem>\u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">CONNECTED LEARNING: AN AGENDA FOR RESEARCH AND DESIGN\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY:\u003c/strong>\u003c/p>\n\u003cp>A toy replica of a 1950s pickup truck with a 100-gram cast iron weight in its bed races down a wooden plank and crashes into an upright textbook that rests precariously on the edge of a high stool. The book wobbles and then topples several feet before smacking the floor with a loud slap. As it falls, the book collides with the raised end of a yardstick whose middle rests over a makeshift fulcrum, creating a seesaw-like lever. The impact catapults a small bottle of hand-sanitizer a few inches into the air before falling and bouncing on the floor. “Hmm,” says the 11-year-old student who released the car. The student and her classmates have been challenged to build a Rube Goldberg machine—a complex machine that performs a simple task—that can dispense hand sanitizer from a bottle with a pump-top. One of the student’s teammates suggests, “Let’s try a larger stool.”\u003c/p>\n\u003cp>This is Boss Level, a special two-week period that takes place at the end of each trimester at \u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a>, a 6th- through 12th-grade public school that opened in Manhattan in the fall of 2009. Quest is the first school in the country to organize its entire curriculum to be “game-like.” It is also attempting to incorporate many of the connected learning principles into an urban public school. Boss Levels are the times during the school year when these principles are most fully realized. During Boss Level, regular classes are suspended, classrooms are rearranged into work spaces, teachers fall into the background, and students work in small teams on a single “challenge” that culminates in a showcase and party for the school’s educators, staff, and family members. In addition to Rube Goldberg machines, Quest educators have challenged\u003cbr>\nstudents to write and perform short plays based on fairy tales, to design and orchestrate a series of outdoor games for an end-of-the-year field day, to research and construct a travel website featuring three NYC neighborhoods, to build a sculpture from recycled materials, and so forth. In each case, Boss Levels attempt to weave together connected learning principles with the strictures of school-based practices.\u003c/p>\n\u003cp>\u003cstrong>PEER SUPPORTED\u003c/strong>\u003c/p>\n\u003cp>Students drive activity during Boss Levels more than at any other time during the year. While educators put students onto teams and define the challenges, students take the lead in designing, discovering, and evaluating possible solutions. Students provide each other with ongoing feedback about each other’s ideas and work styles. They engage in delicate, and often difficult, negotiations over what their team should try next, who should do what, and who can tell or ask someone else to do something. While failure is commonplace, and while conflicts sometimes arise, educators resist intervening extensively. In general, students are active and highly engaged, and the classroom is often vibrant and boisterous.\u003c/p>\n\u003cp>\u003cstrong>INTEREST POWERED\u003c/strong>\u003c/p>\n\u003cp>While Quest educators define Boss Level challenges, students have extensive opportunities for connecting Boss Level projects to their own interests, many of which are dissociated from conventional schooling practices. For example, when a Boss Level challenge asked students to write, stage, and perform short plays based on fairy tales, students wove numerous interests and cultural forms from their out-of-school lives into the productions. One scene took place in a medieval coffee shop called “Moonbucks”; plots and characters drew inspiration from popular books, video games, music, and movies; several students with an interest in fashion worked on costumes; a student who was enrolled in an after school program for gymnastics helped choreograph stage fights; students who participated in online fan fiction communities worked on scripts; students who were interested in media production helped with recording and mixing sound effects; all students produced daily podcasts that provided updates about their projects to family members. In doing so, Boss Level blurred conventional divisions between education and peer cultures.\u003c/p>\n\u003cp>\u003cstrong>ACADEMICALLY ORIENTED\u003c/strong>\u003c/p>\n\u003cp>Boss Levels confer academic legitimacy on creative activities that are typically absent or marginalized at conventional schools. By treating Boss Level as the culminating academic experience for every trimester, and by showcasing the students’ work to family members and members of the New York City design community, Quest bestows academic legitimacy on forms of work that are not easily measured by standardized assessments.\u003c/p>\n\u003cp>At the same time, Quest attempts to link Boss Level challenges to more widely recognized academic domains and competencies. For example, the Rube Goldberg machine challenge required students to put into practice knowledge about physics and simple machines that they had been learning about over the course of the trimester. Similarly, Boss Levels encourage students to approach design challenges from the perspective of “systems thinking,” a twenty-first century literacy that educators emphasize in their instruction throughout the year. So, for instance, when tinkering with a Rube Goldberg machine, or when writing a play, or when designing a game for the field day, educators encouraged students to think of each design challenge in terms of its components, rules, goals, feedback mechanisms, and other aspects of a dynamic system. In doing so, they connect hands-on activity with forms of knowledge that are recognized in various academic and professional contexts.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES AND OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>Realizing connected learning principles in a public school setting is not without its challenges. For one, Boss Levels can be seen as taking time away from preparing for state tests. While Quest hopes its students will score highly on tests, its students are evaluated against students who attend schools that place greater emphasis on testing. If the school cannot produce competitive test scores, many families will not apply to the school and the Department of Education could force it to change its leadership or even close its doors. Given these realities, Quest is under constant pressure to scale back on less canonical offerings such as Boss Level, and it has had to diminish the number and duration of Boss Levels as it has matured.\u003c/p>\n\u003cp>Additionally, the school has had to educate some parents about the educational value of experiences like Boss Level. Less-privileged families, in particular, have pushed the school to focus more on canonical pedagogic offerings, in part because their children’s options in the NYC school system largely depend on test scores. Further, families from various backgrounds have expressed unease with some of the student-centered aspects of Boss Level. The frenetic, messy, and often noisy character of Boss Levels can appear to some as chaotic and undisciplined rather than as engaging and invigorating.\u003c/p>\n\u003cp>Quest educators have responded to these challenges by attempting to educate parents about the forms of learning supported by Boss Levels, and over time many parents have come to see, and even celebrate, Boss Levels as important and unique educational opportunities. Educators have also had to make Boss Levels more structured and adult-managed as the school has matured, partly to ease parental concerns.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Despite these challenges, Boss Levels offer an encouraging example of how connected learning principles can be integrated into public schooling. Unlike most canonical schooling practices, Boss Levels organize students’ activity around a shared purpose, and they provide students with numerous opportunities for active and creative problem solving. Students, rather than educators, drive the process. Solutions are not defined beforehand and resources are not bound by the school’s walls. As a result, students have the opportunity to participate in the challenging, messy, collaborative, and open-ended processes that we believe characterize connected learning at its best.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1365441896,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1773},"headData":{"title":"Connected Learning: Tying Student Passions to School Subjects | KQED","description":"By Ashley Williams, Youth Radio What if your extracurricular activities weren't just extra but a part of your academics too? New thinking on education intends to bring students' interests into the classroom. It's called Connected Learning and promotes the idea that students will excel in school if what they are learning is relevant to their","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"27762 http://blogs.kqed.org/mindshift/?p=27762","disqusUrl":"https://ww2.kqed.org/mindshift/2013/04/03/connected-learning-tying-to-student-passions-to-school-subjects/","disqusTitle":"Connected Learning: Tying Student Passions to School Subjects","path":"/mindshift/27762/connected-learning-tying-to-student-passions-to-school-subjects","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27968\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27968\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Q2L_1-620x413.png\" alt=\"Q2L_1\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.youthradio.org/news/connected-learninglearning-inside-and-outside-classroom\">By Ashley Williams, Youth Radio\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What if your extracurricular activities weren't just extra but a part of your academics too? New thinking on education intends to bring students' interests into the classroom. It's called Connected Learning and promotes the idea that students will excel in school if what they are learning is relevant to their lives, experiences, and passions. This plan is spelled out in a new \u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">report\u003c/a>, by Mimi Ito, the research director of the Digital Media and Learning Hub at the University of California Irvine.\u003c/p>\n\u003cp>While students would still learn core subjects like math and science, \u003ca href=\"http://www.itofisher.com/mito/weblog/2012/03/connected_learning.html\">Connected Learning\u003c/a> provides ways for students to link their classroom lessons to their lives outside the school. Ito says the objective of Connected Learning is to, “meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It’s important to diversify the kinds of entry points for the kinds of pathways that young people have.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Ito uses the \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> to demonstrate how Connected Learning’s can be effective. She says, “the HPA connects young people who are inspired by the civic virtues portrayed in the Harry Potter books, and want to apply them to the real world.” This fan network organizes over social media platforms (Facebook, Livestream, Youtube, Twitter) to spread awareness and solutions to issues like, equality, and human rights, and to support of charitable causes. Literacy has been a central focus of the group. Their annual book drive has brought 85,000 donations since 2009 and contributions have helped build a library for a charter school in NYC.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ito says another prime example of Connected Learning is at Youth Radio. The youth-driven media organization channels young peoples' passions into education and job training. For instance, the poetry group inside Youth Radio, Remix Your Life, helps strengthen students’ writing skills, public speaking and presentation skills while providing an outlet for us to express what we're passionate about.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Here’s where Connected Learning could help close the opportunity gap. Ito says, “it’s important to diversify the kinds of entry points for the kinds of pathways that young people have.” She adds that “having their interests, their identities validated in the context of academic achievement, civic engagement” is essential to keeping students engaged. This could lead to better student \u003c!--more-->performance. But even more than improved grades, the goal for Connected Learning Ito states, is “not about individual achievement, it’s about contributing in the real world.”\u003c/p>\n\u003cp>\u003cstrong>EXCERPT FROM \u003cem>\u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">CONNECTED LEARNING: AN AGENDA FOR RESEARCH AND DESIGN\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY:\u003c/strong>\u003c/p>\n\u003cp>A toy replica of a 1950s pickup truck with a 100-gram cast iron weight in its bed races down a wooden plank and crashes into an upright textbook that rests precariously on the edge of a high stool. The book wobbles and then topples several feet before smacking the floor with a loud slap. As it falls, the book collides with the raised end of a yardstick whose middle rests over a makeshift fulcrum, creating a seesaw-like lever. The impact catapults a small bottle of hand-sanitizer a few inches into the air before falling and bouncing on the floor. “Hmm,” says the 11-year-old student who released the car. The student and her classmates have been challenged to build a Rube Goldberg machine—a complex machine that performs a simple task—that can dispense hand sanitizer from a bottle with a pump-top. One of the student’s teammates suggests, “Let’s try a larger stool.”\u003c/p>\n\u003cp>This is Boss Level, a special two-week period that takes place at the end of each trimester at \u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a>, a 6th- through 12th-grade public school that opened in Manhattan in the fall of 2009. Quest is the first school in the country to organize its entire curriculum to be “game-like.” It is also attempting to incorporate many of the connected learning principles into an urban public school. Boss Levels are the times during the school year when these principles are most fully realized. During Boss Level, regular classes are suspended, classrooms are rearranged into work spaces, teachers fall into the background, and students work in small teams on a single “challenge” that culminates in a showcase and party for the school’s educators, staff, and family members. In addition to Rube Goldberg machines, Quest educators have challenged\u003cbr>\nstudents to write and perform short plays based on fairy tales, to design and orchestrate a series of outdoor games for an end-of-the-year field day, to research and construct a travel website featuring three NYC neighborhoods, to build a sculpture from recycled materials, and so forth. In each case, Boss Levels attempt to weave together connected learning principles with the strictures of school-based practices.\u003c/p>\n\u003cp>\u003cstrong>PEER SUPPORTED\u003c/strong>\u003c/p>\n\u003cp>Students drive activity during Boss Levels more than at any other time during the year. While educators put students onto teams and define the challenges, students take the lead in designing, discovering, and evaluating possible solutions. Students provide each other with ongoing feedback about each other’s ideas and work styles. They engage in delicate, and often difficult, negotiations over what their team should try next, who should do what, and who can tell or ask someone else to do something. While failure is commonplace, and while conflicts sometimes arise, educators resist intervening extensively. In general, students are active and highly engaged, and the classroom is often vibrant and boisterous.\u003c/p>\n\u003cp>\u003cstrong>INTEREST POWERED\u003c/strong>\u003c/p>\n\u003cp>While Quest educators define Boss Level challenges, students have extensive opportunities for connecting Boss Level projects to their own interests, many of which are dissociated from conventional schooling practices. For example, when a Boss Level challenge asked students to write, stage, and perform short plays based on fairy tales, students wove numerous interests and cultural forms from their out-of-school lives into the productions. One scene took place in a medieval coffee shop called “Moonbucks”; plots and characters drew inspiration from popular books, video games, music, and movies; several students with an interest in fashion worked on costumes; a student who was enrolled in an after school program for gymnastics helped choreograph stage fights; students who participated in online fan fiction communities worked on scripts; students who were interested in media production helped with recording and mixing sound effects; all students produced daily podcasts that provided updates about their projects to family members. In doing so, Boss Level blurred conventional divisions between education and peer cultures.\u003c/p>\n\u003cp>\u003cstrong>ACADEMICALLY ORIENTED\u003c/strong>\u003c/p>\n\u003cp>Boss Levels confer academic legitimacy on creative activities that are typically absent or marginalized at conventional schools. By treating Boss Level as the culminating academic experience for every trimester, and by showcasing the students’ work to family members and members of the New York City design community, Quest bestows academic legitimacy on forms of work that are not easily measured by standardized assessments.\u003c/p>\n\u003cp>At the same time, Quest attempts to link Boss Level challenges to more widely recognized academic domains and competencies. For example, the Rube Goldberg machine challenge required students to put into practice knowledge about physics and simple machines that they had been learning about over the course of the trimester. Similarly, Boss Levels encourage students to approach design challenges from the perspective of “systems thinking,” a twenty-first century literacy that educators emphasize in their instruction throughout the year. So, for instance, when tinkering with a Rube Goldberg machine, or when writing a play, or when designing a game for the field day, educators encouraged students to think of each design challenge in terms of its components, rules, goals, feedback mechanisms, and other aspects of a dynamic system. In doing so, they connect hands-on activity with forms of knowledge that are recognized in various academic and professional contexts.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES AND OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>Realizing connected learning principles in a public school setting is not without its challenges. For one, Boss Levels can be seen as taking time away from preparing for state tests. While Quest hopes its students will score highly on tests, its students are evaluated against students who attend schools that place greater emphasis on testing. If the school cannot produce competitive test scores, many families will not apply to the school and the Department of Education could force it to change its leadership or even close its doors. Given these realities, Quest is under constant pressure to scale back on less canonical offerings such as Boss Level, and it has had to diminish the number and duration of Boss Levels as it has matured.\u003c/p>\n\u003cp>Additionally, the school has had to educate some parents about the educational value of experiences like Boss Level. Less-privileged families, in particular, have pushed the school to focus more on canonical pedagogic offerings, in part because their children’s options in the NYC school system largely depend on test scores. Further, families from various backgrounds have expressed unease with some of the student-centered aspects of Boss Level. The frenetic, messy, and often noisy character of Boss Levels can appear to some as chaotic and undisciplined rather than as engaging and invigorating.\u003c/p>\n\u003cp>Quest educators have responded to these challenges by attempting to educate parents about the forms of learning supported by Boss Levels, and over time many parents have come to see, and even celebrate, Boss Levels as important and unique educational opportunities. Educators have also had to make Boss Levels more structured and adult-managed as the school has matured, partly to ease parental concerns.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite these challenges, Boss Levels offer an encouraging example of how connected learning principles can be integrated into public schooling. Unlike most canonical schooling practices, Boss Levels organize students’ activity around a shared purpose, and they provide students with numerous opportunities for active and creative problem solving. Students, rather than educators, drive the process. Solutions are not defined beforehand and resources are not bound by the school’s walls. As a result, students have the opportunity to participate in the challenging, messy, collaborative, and open-ended processes that we believe characterize connected learning at its best.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27762/connected-learning-tying-to-student-passions-to-school-subjects","authors":["4354"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_1015","mindshift_167","mindshift_787","mindshift_594","mindshift_256","mindshift_930"],"featImg":"mindshift_27968","label":"mindshift"}},"programsReducer":{"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/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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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. 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Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/01/OOW_Tile_Final.png","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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