Can Cell Phones Fry Your Brain? Ask Student Scientists!
"Mystery Device" Makes Math Fun
Technology: Not a Silver Bullet, But Makes Learning Relevant
Science, Math, and Fan Fiction: What's Worth Learning?
Virtual Worlds in the Hands of Student Scientists
Video Games and Simulations Bring Science to Life
Where Does Informal Learning Fit In?
Tech and Learning: At Odds in School, in Sync Everywhere Else
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It can mean working with a remote science lab clear across the world to conduct scientific research about measuring cell phone radiation. For some students, it's a way to teach other kids about things like astronomy through video games.\u003c/p>\n\u003cp>In this video, produced by \u003ca href=\"http://www.kqed.org/education/\">KQED Education\u003c/a> in conjunction with \u003ca href=\"http://osep.northwestern.edu/projects/ilab\">Northwestern University's iLab\u003c/a>, which helped organize the \u003ca href=\"http://live.cyberlearningstem.org/\">Conference on Cyberlearning Tools for STEM Education,\u003c/a> we see how technology adds the fuel and fire to science and math education.\u003c/p>\n\u003cp>Check out the different stories.\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/gu5eEF9-r2k'\n title='//www.youtube.com/embed/gu5eEF9-r2k'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\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>[Produced by Kelly Whalen.]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about innovative science education:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">Can Cell Phones Fry Your Brain? Ask Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/\">Science, Math, Fan Fiction: What's Worth Learning?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/video-games-and-simulations-bring-science-to-life/\">Video Games and Simulations Bring Science to Life\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16602/technology-adds-spark-to-science-education","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_366","mindshift_47"],"label":"mindshift"},"mindshift_10202":{"type":"posts","id":"mindshift_10202","meta":{"index":"posts_1591205157","site":"mindshift","id":"10202","score":null,"sort":[1302102053000]},"guestAuthors":[],"slug":"can-cell-phones-fry-your-brain-ask-student-scientists","title":"Can Cell Phones Fry Your Brain? Ask Student Scientists!","publishDate":1302102053,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-10208\" href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/10_11-15_newtech_0662/\">\u003cimg class=\"size-medium wp-image-10208\" title=\"10_11.15_newtech_0662\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/10_11.15_newtech_0662-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Teenagers love to sleep with their cell phones under their pillows.\u003c/p>\n\u003cp>Knowing this, high school chemistry teacher Tanya Katovich from Palatine, Illinois, decided to leverage it as a way to get her students interested in conducting a science experiment. \"For a student, the second you bring up a cell phone, that’s fascinating to them,\" she says.\u003c/p>\n\u003cp>Connecting to a radioactivity lab clear across the globe -- a Geiger counter in Australia -- Katovich's students decided to find out whether their cell phones are frying their brains.\u003c/p>\n\u003cp>\"I want to give [my students] access to instruments that I’ll never be able to afford in my classroom,\" she says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked Katovich, who teaches at Schaumburg High School, her what her students found out at the recent \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education\u003c/a> conference. Watch the video below, and read the entire transcript at end of the post.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=77VAGxB_-Es\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>I’ve been teaching chemistry for my entire career and I have a big interest in bringing stem curriculum into the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">For a student, the second you bring up a cell phone, that’s fascinating to them.\u003c/aside>\n\u003cp>My experience with cyber learning started pretty much as a result of being a teacher’s fellow at Northwestern, and I went to a leadership conference and saw Kemi Jonah from Northwestern speak and he talked about using remote labs and, to me, that was fascinating because a huge interest of mine is bringing real life instruments into the classroom. I look around my classroom and I see my kids working with beakers and graduated cylinders, and in the real world they’re working with instruments that are $100,000. And as I send them off to college, I think they’re not really getting what they’re supposed to be getting out of their public school education. I want to give them access to instruments that I’ll never be able to afford in my classroom and so if my school district, which is a very good school district, can’t afford them, how are rural school districts and inner city schools going to ever have the ability to get their kids hands-on experience with this stuff.\u003c/p>\n\u003cp>So at this leadership conference the idea of remote labs came up, and the concept behind it is students from anywhere around the world could go online and they could access an instrument remotely. So they’re able to pick the variables that they want to change. They’re able to set the parameters of the experiment and go through the process of scientific design by really accessing the instrument. It’s not a virtual lab. It’s not a canned lab. It’s not a simulation. You can see the instrument moving. You can watch your experiment running, and the kids are fascinated by it. So my students right now are working on a radioactivity lab where they access a Geiger counter in Queensland, Australia. And what they’re studying is actually nuclear chemistry and the effects of gamma rays and beta particles and alpha particles, but we do it under the subtext of is your cell phone going to fry your brain. And so for a student, the second you bring up a cell phone, that’s fascinating to them.\u003c/p>\n\u003cp>Now a cell phone doesn’t release gamma radiation. It actually works using microwave radiation, but what they learn is that all electromagnetic radiation acts in a similar way, that intensity if proportional to one over distance squared, which is a very fancy mathematical way of saying the farther you step away from a source of radiation the less intensity you’re going to receive. So we start off by asking the kids “how many of you sleep with your cell phone under your pillow?” And all of the kids raise their hands and as our lessons go on and we learn about half lives and different types of radiation and our whole nuclear chemistry curriculum, they go online eventually and they run the experiment. They set up the scientific design by themselves at home. We do not do it in the classroom, which provides a lot more time to work on other curriculum. They run their labs after school, at night, three in the morning, whenever they want to, and come back the next day.\u003c/p>\n\u003cp>We do peer review, which is something that you rarely ever get in a high school classroom where they actually get to collaborate and talk about their results and decide “was your data better than mine? What did you try to work with? What were your variables? How many distances did you select? And maybe why was yours better than mine?” There’s not one right answer, but the students really get a chance to talk about maybe where the weaknesses were in their experimental setup. Then they go back home again. They work on a second run of the experiment and what we’re seeing is their scientific design dramatically improves. The fact that they got to do peer review and the fact that they have a lot of time at home, not a 50-minute class period, but a lot of time at home to think about how to design a really good experiment. We’ve seen the proof through studies that they’re picking more distances to check. They’re looking at greater time periods. They’re running more trials, and they’re doing better science.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It’s unbelievable that we could get kids to access this remotely and work it robotically and pick all the variables that they want to test.\u003c/aside>\n\u003cp>So the fact that they can access this Geiger counter remotely and watch it online is just even a greater benefit, because they can’t believe that this thing is in Australia but yet they can watch it and they’re controlling it and the idea is if we can do that, why can’t we do it with other instruments like the ICP that we are working on, which is an inductively coupled plasma optical admissions spectrometer. That’s our second instrument that we’re trying to get online right now and you can test for concentrations of trace metals and solutions. So if you had a water sample and wanted to know the parts per million of lead in it, you could find that out using this instrument but again, i\u003cstrong>t’s $100,000 instrument that you’ll find in any analytical chemistry lab that you’ll never have in a high school classroom. \u003c/strong> So it’s unbelievable that we could get kids to access this remotely and work it robotically and pick all the variables that they want to test.\u003c/p>\n\u003cp>The nice thing about what I just did a few weeks ago with my physical science kids, we actually developed a new unit that we wanted to put in. I never taught nuclear chemistry to my physical science kids before but the opportunity to use this online lab, this remote lab, was almost too good to pass up. So we brought in some curriculum for them to learn, things I had mentioned like half-life and various types of radioactive particles and how powerful they are, and that part was pretty easy. And then what makes the online lab nice is it really didn’t take time out of my classroom because they have the ability to go home and work on this at whatever time of the evening or morning that they want. The kids ran their labs at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">All of those students that had slept with their cell phones under their pillow and thought nothing had been wrong with it, not only are they not doing that anymore, they’re putting the cell phone as far away from them as possible. \u003c/aside>\n\u003cp>So I’m not using my class time to do it. I did use class time for peer review and then after they came back and did a second run of the lab, we saw tremendous improvement in their scientific design and then had a chance to sort of talk about what did we learn from this? What is the relationship between intensity of radiation and distance? And the outcome was awesome because we started this off with the question of “is my cell phone frying my brain?” and all of those students that had slept with their cell phones under their pillow and thought nothing had been wrong with it, not only are they not doing that anymore, they’re putting the cell phone as far away from them as possible. They’re not wearing their cell phone in their pockets anymore. If it’s the girls, they’re putting it in their purses. If it’s the guys, they’re turning them off until the use them.\u003c/p>\n\u003cp>And even though microwave radiation is a non-ionizing form of radiation, which is different than gamma radiation, the results of it still are unknown. The Journal of American Medical Association just published a study talking about the effects of cell phone radiation for amounts of time in 15 minutes or excess, and there are effects on your brain related to glucose and they don’t know the consequences of that and they may not know that for a very long time. But I think what my kids got out of it, for now it is safer to get the cell phone away from your brain, probably not to use any type of device that’s going to work wireless and be very, very close to their brain, in their ear, so I think that it was a topic that caught their interest and they really seemed to enjoy what they were learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">My advice for teachers that are investigating the possibility of looking into cyber learning tools is do not be afraid. There are people out there that can help you.\u003c/aside>\n\u003cp>Things that I would do to kind of reassure a teacher that it’s okay to try some new things, first, there’s a lot of people like me that are out there that will teach webinars for free to them on how to use this curriculum and how to use remote labs, so I can walk them through it in less than an hour and say this is how you access it. This is how you use the curriculum. This is how you embed it into your own curriculum and it doesn’t take that much time outside of what you’re doing. For me, I would really push them to try it because my kids were so fascinated by it, and it’s exposure to instruments that they’ll never see.\u003c/p>\n\u003cp>If we really want to prepare high school kids for college, wouldn’t it be great if they had access to these instruments before they got into the real world and had to get a job? I don’t think that beakers and graduated cylinders are preparing them for real life. I want them to have skills that can go into a career. So if that’s really what we’re trying to gain out of a high school education, you have to think outside the box and if we can get instruments all over the world set up and we can share them for free, well we just beat the biggest financial burden that there is, and that’s school districts don’t have money to buy this stuff. And even if they did have a lot of money each school is not going to be able to buy these instruments by themselves. \u003cstrong>So we need to work together and figure out what labs would best benefit our kids and we’re doing it for them. \u003c/strong>It’s not about us. You have to be willing to try and change and there are people that want to help make it easy on them.\u003c/p>\n\u003cp>My advice for teachers that are investigating the possibility of looking into cyber learning tools is do not be afraid. There are people out there that can help you and there are easy ways to integrate it into your current... One of the things I’m really looking forward to coming out from the iLab Network is the introduction of the ICPOES, which is a very fancy instrument that’s used in an analytical chemistry lab. That was something I had access to in college and I would just love to have the possibility of this very, very expensive instrument in my kids’, maybe not their hands but in their reach.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I can see myself walking through a chemistry lab, it’s not really me but I can see all the chemicals on the shelf and I can reach out in the virtual lab and pick them up and do open-ended experiments where someone’s not telling me a cookbook way to do something.\u003c/aside>\n\u003cp>Looking at some of the other things at the cyber learning conference has really opened my eyes to a lot of simulations, a lot of ways to visualize chemistry, and the connections that I’ve seen here with different people who have remote telescopes and have virtual labs. It’s unbelievable. I can see myself walking through a chemistry lab, it’s not really me but I can see all the chemicals on the shelf and I can actually reach out in the virtual lab and pick them up and do experiments up, open-ended experiments where someone’s not telling me a cookbook way to do something.\u003c/p>\n\u003cp>My work at Northwestern this past summer was as a teacher fellow and we were brought in to try and create curriculum for the ICPOES, which is an instrument that can test for trace metals in solutions. For instance, if I had a water sample and it had a certain amount of lead in there, I could use this instrument to find out if it had five parts per million or fifteen parts per million, if it exceeds EPA standards, or if it’s safe.\u003c/p>\n\u003cp>So the curriculum that I wanted to create deals with the mystery of Maria and Maria is a very healthy 28-year old woman, as far as she knows, until one day she starts developing very, very serious health problems, which include kidney problems. And as the scenario unfolds, and as the kids learn about the curriculum, they learn some things about heavy metals and heavy metal poisoning. \u003cstrong>What happens when you’re exposed to arsenic or chromium six? How about mercury or lead? And they’re learning some things about heavy metals in relation to the environment. \u003c/strong> Many of you have seen Erin Brockovich, the movie which is about chromium six being basically dumped into a city’s water system and what happens because of that. And as this comes about, the kids are able to use the ICP to test this mystery sample of lake water that Maria has been exposed to because she swims in Lake Michigan. And the kids are allowed to pick many variables and they don’t’ usually have the opportunity to do this in a cookbook-style lab in a normal classroom.\u003c/p>\n\u003cp>They get to choose standards. For instance, if someone thought maybe it was mercury that was in the water that was hurting her, they could say I would like to test these standards on the instrument, maybe pick five parts per million mercury, and ten, and fifteen, and twenty parts per million. And they also get to pick wavelengths at which the electrons are going to be excited at and a lot of this is high level chemistry things that my kids really, \u003cstrong>they learn about but they don’t get the chance to experience it with a real instrument\u003c/strong>. And as it turns out, they’re able to try and figure out what is the metal, what is the concentration, and figure out what is hurting Maria.\u003c/p>\n\u003cp>It is something that hits biology, environmental chemistry, so many different fields cross it, and I think that the students really enjoy doing it. In a sense, it’s similar to forensic chemistry. \u003cstrong>My kids are fascinated by forensic chemistry. They all watch CSI: Miami, CSI: New York, and any time there’s a scenario where there’s a chemical that they have to determine what is this? Is this white chemical baking soda or is it cocaine? And within five seconds it seems like in the lab they find the results to that.\u003c/strong> I have to explain to them this is not really now forensic chemistry works. There are these very expensive instruments that my kids think are these magical instruments that they’ve never heard of before that will help you analyze the (molar) mass is of different substances. You can find out what elements like carbon and nitrogen and oxygen are in there.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It’s my dream that through remote labs, through online learning we could be able to have them robotically access these instruments online and be able to control them and be able to test samples.\u003c/aside>\n\u003cp>Again, these are instruments my kids up till now have never had access to and it’s my dream that through remote labs, through online learning we could be able to have them robotically access these instruments online and be able to control them and be able to test samples. I’m sure they won’t be illegal drugs or anything but they could still test samples and learn about the composition and what elements they’re made of.\u003c/p>\n\u003cp>I think that making chemistry and making any science relevant to a student’s life is really going to bring in that interest factor. They see all these things in movies and they don’t realize sometimes that this could possibly be a career or this could be possibly something in my backyard that could be hurting me and I’m not even aware of it. So any time you can bring in that relevancy it’s great and so much of what I’ve done in the past in my classroom is something that has a known outcome. I know what the kids are going to find in the lab and in scenario like this, we could actually possibly take water samples from lakes around my area, from even Lake Michigan. Maybe in the future we could send them in and we could analyze them and really find out what’s in there. That’s an unknown. \u003cstrong> That is something that’s going to spark their interest and make them curious about learning and right now we just don’t have that capability in my classroom.\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>My work with the iLab Network so far has been dealing with the Geiger counter that’s in Australia and now we’re trying to get the ICP at Northwestern to be remotely accessible to everyone around the world. My goal would be could we add one instrument every single year? Can we get gas chromatography available to them? Can we get (mass spec) available to them? I think within ten years, maybe we’ll even have the ability to do this in several places, different universities, different locations. Maybe it’s a school district that’s going to say I’m going to put forth the money for this instrument, maybe your school district could put for the money for this, and we’re all going to share because we don’t have the money to get it in every single school. So I think if we could add one every single year that would really, really be a great accomplishment for kids.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1302052774,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":3485},"headData":{"title":"Can Cell Phones Fry Your Brain? Ask Student Scientists! | KQED","description":"Teenagers love to sleep with their cell phones under their pillows. Knowing this, high school chemistry teacher Tanya Katovich from Palatine, Illinois, decided to leverage it as a way to get her students interested in conducting a science experiment. "For a student, the second you bring up a cell phone, that’s fascinating to them," she","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Cell Phones Fry Your Brain? Ask Student Scientists!","datePublished":"2011-04-06T15:00:53.000Z","dateModified":"2011-04-06T01:19:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10202 http://blogs.kqed.org/mindshift/?p=10202","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/06/can-cell-phones-fry-your-brain-ask-student-scientists/","disqusTitle":"Can Cell Phones Fry Your Brain? Ask Student Scientists!","path":"/mindshift/10202/can-cell-phones-fry-your-brain-ask-student-scientists","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-10208\" href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/10_11-15_newtech_0662/\">\u003cimg class=\"size-medium wp-image-10208\" title=\"10_11.15_newtech_0662\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/10_11.15_newtech_0662-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Teenagers love to sleep with their cell phones under their pillows.\u003c/p>\n\u003cp>Knowing this, high school chemistry teacher Tanya Katovich from Palatine, Illinois, decided to leverage it as a way to get her students interested in conducting a science experiment. \"For a student, the second you bring up a cell phone, that’s fascinating to them,\" she says.\u003c/p>\n\u003cp>Connecting to a radioactivity lab clear across the globe -- a Geiger counter in Australia -- Katovich's students decided to find out whether their cell phones are frying their brains.\u003c/p>\n\u003cp>\"I want to give [my students] access to instruments that I’ll never be able to afford in my classroom,\" she says.\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>I asked Katovich, who teaches at Schaumburg High School, her what her students found out at the recent \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education\u003c/a> conference. Watch the video below, and read the entire transcript at end of the post.\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/77VAGxB_-Es'\n title='//www.youtube.com/embed/77VAGxB_-Es'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>I’ve been teaching chemistry for my entire career and I have a big interest in bringing stem curriculum into the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">For a student, the second you bring up a cell phone, that’s fascinating to them.\u003c/aside>\n\u003cp>My experience with cyber learning started pretty much as a result of being a teacher’s fellow at Northwestern, and I went to a leadership conference and saw Kemi Jonah from Northwestern speak and he talked about using remote labs and, to me, that was fascinating because a huge interest of mine is bringing real life instruments into the classroom. I look around my classroom and I see my kids working with beakers and graduated cylinders, and in the real world they’re working with instruments that are $100,000. And as I send them off to college, I think they’re not really getting what they’re supposed to be getting out of their public school education. I want to give them access to instruments that I’ll never be able to afford in my classroom and so if my school district, which is a very good school district, can’t afford them, how are rural school districts and inner city schools going to ever have the ability to get their kids hands-on experience with this stuff.\u003c/p>\n\u003cp>So at this leadership conference the idea of remote labs came up, and the concept behind it is students from anywhere around the world could go online and they could access an instrument remotely. So they’re able to pick the variables that they want to change. They’re able to set the parameters of the experiment and go through the process of scientific design by really accessing the instrument. It’s not a virtual lab. It’s not a canned lab. It’s not a simulation. You can see the instrument moving. You can watch your experiment running, and the kids are fascinated by it. So my students right now are working on a radioactivity lab where they access a Geiger counter in Queensland, Australia. And what they’re studying is actually nuclear chemistry and the effects of gamma rays and beta particles and alpha particles, but we do it under the subtext of is your cell phone going to fry your brain. And so for a student, the second you bring up a cell phone, that’s fascinating to them.\u003c/p>\n\u003cp>Now a cell phone doesn’t release gamma radiation. It actually works using microwave radiation, but what they learn is that all electromagnetic radiation acts in a similar way, that intensity if proportional to one over distance squared, which is a very fancy mathematical way of saying the farther you step away from a source of radiation the less intensity you’re going to receive. So we start off by asking the kids “how many of you sleep with your cell phone under your pillow?” And all of the kids raise their hands and as our lessons go on and we learn about half lives and different types of radiation and our whole nuclear chemistry curriculum, they go online eventually and they run the experiment. They set up the scientific design by themselves at home. We do not do it in the classroom, which provides a lot more time to work on other curriculum. They run their labs after school, at night, three in the morning, whenever they want to, and come back the next day.\u003c/p>\n\u003cp>We do peer review, which is something that you rarely ever get in a high school classroom where they actually get to collaborate and talk about their results and decide “was your data better than mine? What did you try to work with? What were your variables? How many distances did you select? And maybe why was yours better than mine?” There’s not one right answer, but the students really get a chance to talk about maybe where the weaknesses were in their experimental setup. Then they go back home again. They work on a second run of the experiment and what we’re seeing is their scientific design dramatically improves. The fact that they got to do peer review and the fact that they have a lot of time at home, not a 50-minute class period, but a lot of time at home to think about how to design a really good experiment. We’ve seen the proof through studies that they’re picking more distances to check. They’re looking at greater time periods. They’re running more trials, and they’re doing better science.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It’s unbelievable that we could get kids to access this remotely and work it robotically and pick all the variables that they want to test.\u003c/aside>\n\u003cp>So the fact that they can access this Geiger counter remotely and watch it online is just even a greater benefit, because they can’t believe that this thing is in Australia but yet they can watch it and they’re controlling it and the idea is if we can do that, why can’t we do it with other instruments like the ICP that we are working on, which is an inductively coupled plasma optical admissions spectrometer. That’s our second instrument that we’re trying to get online right now and you can test for concentrations of trace metals and solutions. So if you had a water sample and wanted to know the parts per million of lead in it, you could find that out using this instrument but again, i\u003cstrong>t’s $100,000 instrument that you’ll find in any analytical chemistry lab that you’ll never have in a high school classroom. \u003c/strong> So it’s unbelievable that we could get kids to access this remotely and work it robotically and pick all the variables that they want to test.\u003c/p>\n\u003cp>The nice thing about what I just did a few weeks ago with my physical science kids, we actually developed a new unit that we wanted to put in. I never taught nuclear chemistry to my physical science kids before but the opportunity to use this online lab, this remote lab, was almost too good to pass up. So we brought in some curriculum for them to learn, things I had mentioned like half-life and various types of radioactive particles and how powerful they are, and that part was pretty easy. And then what makes the online lab nice is it really didn’t take time out of my classroom because they have the ability to go home and work on this at whatever time of the evening or morning that they want. The kids ran their labs at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">All of those students that had slept with their cell phones under their pillow and thought nothing had been wrong with it, not only are they not doing that anymore, they’re putting the cell phone as far away from them as possible. \u003c/aside>\n\u003cp>So I’m not using my class time to do it. I did use class time for peer review and then after they came back and did a second run of the lab, we saw tremendous improvement in their scientific design and then had a chance to sort of talk about what did we learn from this? What is the relationship between intensity of radiation and distance? And the outcome was awesome because we started this off with the question of “is my cell phone frying my brain?” and all of those students that had slept with their cell phones under their pillow and thought nothing had been wrong with it, not only are they not doing that anymore, they’re putting the cell phone as far away from them as possible. They’re not wearing their cell phone in their pockets anymore. If it’s the girls, they’re putting it in their purses. If it’s the guys, they’re turning them off until the use them.\u003c/p>\n\u003cp>And even though microwave radiation is a non-ionizing form of radiation, which is different than gamma radiation, the results of it still are unknown. The Journal of American Medical Association just published a study talking about the effects of cell phone radiation for amounts of time in 15 minutes or excess, and there are effects on your brain related to glucose and they don’t know the consequences of that and they may not know that for a very long time. But I think what my kids got out of it, for now it is safer to get the cell phone away from your brain, probably not to use any type of device that’s going to work wireless and be very, very close to their brain, in their ear, so I think that it was a topic that caught their interest and they really seemed to enjoy what they were learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">My advice for teachers that are investigating the possibility of looking into cyber learning tools is do not be afraid. There are people out there that can help you.\u003c/aside>\n\u003cp>Things that I would do to kind of reassure a teacher that it’s okay to try some new things, first, there’s a lot of people like me that are out there that will teach webinars for free to them on how to use this curriculum and how to use remote labs, so I can walk them through it in less than an hour and say this is how you access it. This is how you use the curriculum. This is how you embed it into your own curriculum and it doesn’t take that much time outside of what you’re doing. For me, I would really push them to try it because my kids were so fascinated by it, and it’s exposure to instruments that they’ll never see.\u003c/p>\n\u003cp>If we really want to prepare high school kids for college, wouldn’t it be great if they had access to these instruments before they got into the real world and had to get a job? I don’t think that beakers and graduated cylinders are preparing them for real life. I want them to have skills that can go into a career. So if that’s really what we’re trying to gain out of a high school education, you have to think outside the box and if we can get instruments all over the world set up and we can share them for free, well we just beat the biggest financial burden that there is, and that’s school districts don’t have money to buy this stuff. And even if they did have a lot of money each school is not going to be able to buy these instruments by themselves. \u003cstrong>So we need to work together and figure out what labs would best benefit our kids and we’re doing it for them. \u003c/strong>It’s not about us. You have to be willing to try and change and there are people that want to help make it easy on them.\u003c/p>\n\u003cp>My advice for teachers that are investigating the possibility of looking into cyber learning tools is do not be afraid. There are people out there that can help you and there are easy ways to integrate it into your current... One of the things I’m really looking forward to coming out from the iLab Network is the introduction of the ICPOES, which is a very fancy instrument that’s used in an analytical chemistry lab. That was something I had access to in college and I would just love to have the possibility of this very, very expensive instrument in my kids’, maybe not their hands but in their reach.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I can see myself walking through a chemistry lab, it’s not really me but I can see all the chemicals on the shelf and I can reach out in the virtual lab and pick them up and do open-ended experiments where someone’s not telling me a cookbook way to do something.\u003c/aside>\n\u003cp>Looking at some of the other things at the cyber learning conference has really opened my eyes to a lot of simulations, a lot of ways to visualize chemistry, and the connections that I’ve seen here with different people who have remote telescopes and have virtual labs. It’s unbelievable. I can see myself walking through a chemistry lab, it’s not really me but I can see all the chemicals on the shelf and I can actually reach out in the virtual lab and pick them up and do experiments up, open-ended experiments where someone’s not telling me a cookbook way to do something.\u003c/p>\n\u003cp>My work at Northwestern this past summer was as a teacher fellow and we were brought in to try and create curriculum for the ICPOES, which is an instrument that can test for trace metals in solutions. For instance, if I had a water sample and it had a certain amount of lead in there, I could use this instrument to find out if it had five parts per million or fifteen parts per million, if it exceeds EPA standards, or if it’s safe.\u003c/p>\n\u003cp>So the curriculum that I wanted to create deals with the mystery of Maria and Maria is a very healthy 28-year old woman, as far as she knows, until one day she starts developing very, very serious health problems, which include kidney problems. And as the scenario unfolds, and as the kids learn about the curriculum, they learn some things about heavy metals and heavy metal poisoning. \u003cstrong>What happens when you’re exposed to arsenic or chromium six? How about mercury or lead? And they’re learning some things about heavy metals in relation to the environment. \u003c/strong> Many of you have seen Erin Brockovich, the movie which is about chromium six being basically dumped into a city’s water system and what happens because of that. And as this comes about, the kids are able to use the ICP to test this mystery sample of lake water that Maria has been exposed to because she swims in Lake Michigan. And the kids are allowed to pick many variables and they don’t’ usually have the opportunity to do this in a cookbook-style lab in a normal classroom.\u003c/p>\n\u003cp>They get to choose standards. For instance, if someone thought maybe it was mercury that was in the water that was hurting her, they could say I would like to test these standards on the instrument, maybe pick five parts per million mercury, and ten, and fifteen, and twenty parts per million. And they also get to pick wavelengths at which the electrons are going to be excited at and a lot of this is high level chemistry things that my kids really, \u003cstrong>they learn about but they don’t get the chance to experience it with a real instrument\u003c/strong>. And as it turns out, they’re able to try and figure out what is the metal, what is the concentration, and figure out what is hurting Maria.\u003c/p>\n\u003cp>It is something that hits biology, environmental chemistry, so many different fields cross it, and I think that the students really enjoy doing it. In a sense, it’s similar to forensic chemistry. \u003cstrong>My kids are fascinated by forensic chemistry. They all watch CSI: Miami, CSI: New York, and any time there’s a scenario where there’s a chemical that they have to determine what is this? Is this white chemical baking soda or is it cocaine? And within five seconds it seems like in the lab they find the results to that.\u003c/strong> I have to explain to them this is not really now forensic chemistry works. There are these very expensive instruments that my kids think are these magical instruments that they’ve never heard of before that will help you analyze the (molar) mass is of different substances. You can find out what elements like carbon and nitrogen and oxygen are in there.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It’s my dream that through remote labs, through online learning we could be able to have them robotically access these instruments online and be able to control them and be able to test samples.\u003c/aside>\n\u003cp>Again, these are instruments my kids up till now have never had access to and it’s my dream that through remote labs, through online learning we could be able to have them robotically access these instruments online and be able to control them and be able to test samples. I’m sure they won’t be illegal drugs or anything but they could still test samples and learn about the composition and what elements they’re made of.\u003c/p>\n\u003cp>I think that making chemistry and making any science relevant to a student’s life is really going to bring in that interest factor. They see all these things in movies and they don’t realize sometimes that this could possibly be a career or this could be possibly something in my backyard that could be hurting me and I’m not even aware of it. So any time you can bring in that relevancy it’s great and so much of what I’ve done in the past in my classroom is something that has a known outcome. I know what the kids are going to find in the lab and in scenario like this, we could actually possibly take water samples from lakes around my area, from even Lake Michigan. Maybe in the future we could send them in and we could analyze them and really find out what’s in there. That’s an unknown. \u003cstrong> That is something that’s going to spark their interest and make them curious about learning and right now we just don’t have that capability in my classroom.\u003c/strong>\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>My work with the iLab Network so far has been dealing with the Geiger counter that’s in Australia and now we’re trying to get the ICP at Northwestern to be remotely accessible to everyone around the world. My goal would be could we add one instrument every single year? Can we get gas chromatography available to them? Can we get (mass spec) available to them? I think within ten years, maybe we’ll even have the ability to do this in several places, different universities, different locations. Maybe it’s a school district that’s going to say I’m going to put forth the money for this instrument, maybe your school district could put for the money for this, and we’re all going to share because we don’t have the money to get it in every single school. So I think if we could add one every single year that would really, really be a great accomplishment for kids.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10202/can-cell-phones-fry-your-brain-ask-student-scientists","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_366","mindshift_251","mindshift_47","mindshift_431"],"featImg":"mindshift_10208","label":"mindshift"},"mindshift_10101":{"type":"posts","id":"mindshift_10101","meta":{"index":"posts_1591205157","site":"mindshift","id":"10101","score":null,"sort":[1301611287000]},"guestAuthors":[],"slug":"mystery-device-makes-math-fun","title":"\"Mystery Device\" Makes Math Fun","publishDate":1301611287,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Proving that learning math can be fun, Dor Abrahamson, assistant professor of cognition and development at UC Berkeley, demonstrates \u003ca href=\"http://edrl.berkeley.edu/content/projects#1\">Kinemathics from the Mathematic Imagery Trainer\u003c/a> at the recent \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education conference.\u003c/a>\u003c/p>\n\u003cp>The premise is to teach kids in grades 4-6 how to remote-manipulate virtual objects on a computer screen in order to figure out proportionality of the \"mystery device.\"\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=n9xVC76PlWc\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1301611308,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":73},"headData":{"title":"\"Mystery Device\" Makes Math Fun | KQED","description":"Proving that learning math can be fun, Dor Abrahamson, assistant professor of cognition and development at UC Berkeley, demonstrates Kinemathics from the Mathematic Imagery Trainer at the recent Cyberlearning Tools for STEM Education conference. The premise is to teach kids in grades 4-6 how to remote-manipulate virtual objects on a computer screen in order to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"\"Mystery Device\" Makes Math Fun","datePublished":"2011-03-31T22:41:27.000Z","dateModified":"2011-03-31T22:41:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10101 http://blogs.kqed.org/mindshift/?p=10101","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/31/mystery-device-makes-math-fun/","disqusTitle":"\"Mystery Device\" Makes Math Fun","path":"/mindshift/10101/mystery-device-makes-math-fun","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Proving that learning math can be fun, Dor Abrahamson, assistant professor of cognition and development at UC Berkeley, demonstrates \u003ca href=\"http://edrl.berkeley.edu/content/projects#1\">Kinemathics from the Mathematic Imagery Trainer\u003c/a> at the recent \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education conference.\u003c/a>\u003c/p>\n\u003cp>The premise is to teach kids in grades 4-6 how to remote-manipulate virtual objects on a computer screen in order to figure out proportionality of the \"mystery device.\"\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/n9xVC76PlWc'\n title='//www.youtube.com/embed/n9xVC76PlWc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10101/mystery-device-makes-math-fun","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_366","mindshift_392","mindshift_47"],"label":"mindshift"},"mindshift_9994":{"type":"posts","id":"mindshift_9994","meta":{"index":"posts_1591205157","site":"mindshift","id":"9994","score":null,"sort":[1301439656000]},"guestAuthors":[],"slug":"technology-not-a-silver-bullet-but-makes-learning-relevant","title":"Technology: Not a Silver Bullet, But Makes Learning Relevant ","publishDate":1301439656,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"I don’t believe that cyberlearning is the silver bullet to take over schools and make us better,\" says Kenneth Eastwood, Superintendent of\t\u003ca href=\"http://www.middletowncityschools.com/\"> Middletown City School District\u003c/a> in Ohio. \"It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that and comes together and says these are the outcomes for cyberlearning, I think that we can work and play better together in the sandbox.\u003c/p>\n\u003cp>I spoke to Eastwood at the \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a> recently, where he talked about the integration of technology in education.\u003c/p>\n\u003cp>Here's the video, and below that is the transcript of the full interview.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=7bc0rgSOaRM\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>ON THE USES OF CYBERLEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think most importantly, from the student’s perspective, it gives a sense of relevancy to their lives and how they learn, and it connects with the things in their life that keep them active and engaged. Games, mobile devices, these types of things. One of the things that's, it's kind of taking a long time at happening, which is typical in education, is change. Change from the way we learned, and in my case, back in the '50s and '60s, to how kids are learning today in the new millennium. And we feel comfortable around how we learned and how we now teach, and we feel uncomfortable if it has to change, and we offer up criticism about those kids and their, their type of lifestyle.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So, I think all of that, the culture now, is switching around a little bit, and what we do find in cyberlearning is abilities to help teachers teach more efficiently in the classroom and then to provide very significant opportunities and experiences for kids to practice and expand upon what they learned in the classroom instructional process outside the classroom. That is what is extremely important to me, is that experience piece. Now, they learn the concepts, but now they have ways through cyberlearning to practice and expand on that knowledge base, and it's that, that experience that helps really solidify the learning process. Oftentimes, I think, in some cases, some of the researchers are looking at cyber learning as a silver bullet to take place during the school day or in the school, and I think they're missing the mark there because it, it is not…I don’t believe that cyber learning is the silver bullet to take over schools and make us better. It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that and comes together and says these are the outcomes for cyber learning, I think that we can work and play better together in the sandbox.\u003c/p>\n\u003cp>\u003cstrong>ON THE ARGUMENT FOR OR AGAINST CYBERLEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I had had conversations with some people earlier and then yesterday again because I made a comment in defense of teachers yesterday because during the conversations at the cyberlearning conference, I got this sense of disdain against K-12. When we get into a crisis situation like we are nationally and by state, there's this tendency to throw rocks by everybody, and when you throw rocks, all you do is beat people up, and then nobody's left. Who's last standing is, is really who wins, and that's really not what we need right now.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The argument and the case around cyberlearning should be what can it produce and what can it add to the instructional process, not we need to do this because the system's broke and teachers don't teach well. That's not the argument, and, once you start the argument, as I think has happened, there's division that's going to be a long time coming to bring us back together again. I think we need to develop respect for each other and an understanding and work things out, and I, I believe that's going to take a while. I'm concerned that the crisis around education today and the loss of funding and those types of things is not going to, it's not going to bring us together. It's going to divide us even more. But I, personally, I think that cyberlearning has some very, very valuable outcomes for schools and teachers, and teachers do have the capacity to change, when it's done properly, to take that, those tools and use them properly and strengthen the learning process.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So right now, I think it's just people who are doing the research feel that they're on the bleeding edge, and they want everybody to follow, and the teachers have gone through the cycle of, oh, this another new thing, and we know that technology in the research perspective adds very little to the outcomes of students in real terms when practiced. So, you have all these people who have experience in different…and come from different frames of mind that we really need to take it and bring it together. I, I have a funny story that I learned way back when, and it's about technology and how education is so far behind, and I use it when I work with teachers all the time, and I, I say to them about how when we were growing up and teachers were using overhead projectors, we felt like we were in, at the cutting edge of things, right? But bowling alleys were using overhead projectors 15 and 20 years before schools got them. So, that we always do lag behind in this progression, but understanding that, we also need to know how, given everything that sits in front of us now, making sure that all kids are learning well, how can we take this, even if it's behind the times, for a better term, and improve instruction rather than just dive into it because it's politically sexy.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think that right now, much of it is still in the research phase, and how I interpret it is I don’t in-, I don’t look at it as the silver bullet to education. I look at it as connecting to issues around relevancy of how kids are learning and living today, and it's that connection to relevancy that, for me, helps kids engage in, in academics. What I do think is that cyber learning is something that these kids do on a constant basis. We also know that our kids at risk, 10 years ago, they would go home and they would text on the PC, alright? A network device that connects into the wall. We find that significantly less kids now…we, we lived in an environment where around 90, 92% of our kids, even homes with poverty, 10 years ago had computers because that's how they communicated. Today, it's probably only about 10 or 15% because they all have mobile devices. So, if, if, if, in fact that's the case, and those mobile devices are so powerful now, we, as an educational institution, have to find ways of using that to help extend learning and communicate with our students and our parents, and we do that quite well.\u003c/p>\n\u003cp>\u003cstrong>ON THE VIRTUES OF VIDEO GAMES AND LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">One of the things that I think that's, that's going on now, there's a lot of conversation around the title of games, and what I'm seeing in the concept of games here is really nothing more than what we've been doing for 10 or 15 years, which is instructional resources. It's not really a game to me, and, in a sense, they say well, we're using a different type of presentation that looks like a game, but it's not a game. A game in real sense is a device or a way of students getting experiences at something, and they do it over an extended period of time because the reinforcement schedules inside that game keep them going further and further and in more advanced ways and also helps them to learn. In other words, they're learning about the game, but the reinforcement schedules are so tight and so well designed that it pushes them and pushes them and pushes them because it, it doesn't give them so much negative that they give up. It gives them a little bit of negative to challenge them and understand that they have to keep working, but then, when they start to break, it brings them back to a success, so now they're back to the cycle again.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">From my perspective, I came here because I thought that that's what the games were all about, not instructional resources because in real games I want to learn more about the reinforcement schedules and how can I transfer that knowledge and practice into the educational classroom, the instructional program. Because if our teachers can learn how to set up instructional schedules better so kids are, in fact, engaged more and they'll do that over a longer period of time like they do in an actual game, that produces wonderful results inside the classroom. So, that's what I was hoping for, but I think that in cyber learning right now, they're really looking at instructional resources more than true games that have these strong, extended time frames of engagement with, with absolutely wonderful reinforcement schedules. So, I think we have a little, a little bit of knowledge to go there. I had looked at some of the Microsoft new products that are coming out. We are intrigued by some of those things, and Montage is also out there, which we actually had a conversation with them last night, and they're going to come into our district and take a look at how they can help us develop our, or improve our technological capacity inside the classroom in the buildings. So, there, there is some products out there that we're going to be taking a deeper look at and possibly bringing inside.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Reinforcement schedules, it's like the old Skinnerian theory. If I want you to do something, I'll give you an M&M. So, oh, I have an M&M, so now I'm going to…what, what else would you like? Well, the interesting thing about reinforcement schedules are if I just kept giving you an M&M, your behavior would change because now you know you could anything to get an M&M. Well, that's not real learning. It stops at a point, and now the kids are just playing with your head, right? So, in a real reinforcement schedules, there's also going to be some times where you're unsuccessful. So now it's indiscriminate. So now you don’t know if you're going to get one or not, so you're going to keep trying to make sure you get one. So in those indiscriminate reinforcement schedules, which I call really tight, then what happens is you never know what the outcome is going to be, and you have to keep pushing to be successful, to get, get that success.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And in games, it's, I play on mine with my daughter all the time, Angry Birds, and we have this game. Some people look at it and say, \"You're 60 years old and you play Angry Birds?\" Well, it's fun, and the reinforcement schedules inside that are wonderful. I fail probably five out of six times. The sixth time I'm successful, and I'll move on, right? But I'll try five times to be successful like the sixth time. But inside that…and then it's a social network where I'm now playing with my daughter as well because she's 25, physical therapist, and she, she wants to make sure she beats Dad. So I mean, all those things. You have both the inside reinforcement schedules, which allow failure, but not so much failure you give up, that then the re-, the success does come. And then, once you get that success, then you keep playing again, and your skill level keeps going up, and you learn more.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now, the interesting thing about Angry Birds is, if you really look at that game, it's also a lot about engineering because you have to look at the design, right? Or the, the…where the pigs are and figure out what is the design of that in such a way that I could create the most damage to bring it down. So, there's a lot of really creative thinking and advanced thinking inside a simplistic game like that, but, at the same time, the rein-…as I refer to it as the reinforcement schedules are, I will play that as a 60-year-old because it keeps me, the reinforcement schedule, keeps allowing me to fail, but also, eventually to be successful to the point where I'll keep playing. It is those reinforcement schedules that we know some kids, especially the at risk kids, they're going to have more opportunities at failure than most kids, but they also need the times when they're successful, so once they are successful, they can say, \"I have been successful. I worked through the failure, and now, I can move to the next step and keep working harder.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">That reinforcement, or that type of reinforcement is very important inside the classroom, especially for the type of kids that I work with, which are most at risk kids because it's the per-…the issue around persistence, meaning I'm going to keep working harder, that we have to make sure that we find reinforcement schedules inside our instructional programs even though they do fail, that they persist to the successful stage. And, of course, the end product is graduation rings. They will stay, they will stick with it. They will have some failure. They work through that, but not so much that they give up, and it's those reinforcement schedules that we need to understand and make sure that our kids get so the, the graduation rates for these at most, at risk kids, they, they persist through the system, and they actually graduate.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1301433093,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":2475},"headData":{"title":"Technology: Not a Silver Bullet, But Makes Learning Relevant | KQED","description":""I don’t believe that cyberlearning is the silver bullet to take over schools and make us better," says Kenneth Eastwood, Superintendent of Middletown City School District in Ohio. "It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Technology: Not a Silver Bullet, But Makes Learning Relevant ","datePublished":"2011-03-29T23:00:56.000Z","dateModified":"2011-03-29T21:11:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"9994 http://blogs.kqed.org/mindshift/?p=9994","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/29/technology-not-a-silver-bullet-but-makes-learning-relevant/","disqusTitle":"Technology: Not a Silver Bullet, But Makes Learning Relevant ","path":"/mindshift/9994/technology-not-a-silver-bullet-but-makes-learning-relevant","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"I don’t believe that cyberlearning is the silver bullet to take over schools and make us better,\" says Kenneth Eastwood, Superintendent of\t\u003ca href=\"http://www.middletowncityschools.com/\"> Middletown City School District\u003c/a> in Ohio. \"It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that and comes together and says these are the outcomes for cyberlearning, I think that we can work and play better together in the sandbox.\u003c/p>\n\u003cp>I spoke to Eastwood at the \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a> recently, where he talked about the integration of technology in education.\u003c/p>\n\u003cp>Here's the video, and below that is the transcript of the full interview.\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/7bc0rgSOaRM'\n title='//www.youtube.com/embed/7bc0rgSOaRM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c!--more-->\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>ON THE USES OF CYBERLEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think most importantly, from the student’s perspective, it gives a sense of relevancy to their lives and how they learn, and it connects with the things in their life that keep them active and engaged. Games, mobile devices, these types of things. One of the things that's, it's kind of taking a long time at happening, which is typical in education, is change. Change from the way we learned, and in my case, back in the '50s and '60s, to how kids are learning today in the new millennium. And we feel comfortable around how we learned and how we now teach, and we feel uncomfortable if it has to change, and we offer up criticism about those kids and their, their type of lifestyle.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So, I think all of that, the culture now, is switching around a little bit, and what we do find in cyberlearning is abilities to help teachers teach more efficiently in the classroom and then to provide very significant opportunities and experiences for kids to practice and expand upon what they learned in the classroom instructional process outside the classroom. That is what is extremely important to me, is that experience piece. Now, they learn the concepts, but now they have ways through cyberlearning to practice and expand on that knowledge base, and it's that, that experience that helps really solidify the learning process. Oftentimes, I think, in some cases, some of the researchers are looking at cyber learning as a silver bullet to take place during the school day or in the school, and I think they're missing the mark there because it, it is not…I don’t believe that cyber learning is the silver bullet to take over schools and make us better. It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that and comes together and says these are the outcomes for cyber learning, I think that we can work and play better together in the sandbox.\u003c/p>\n\u003cp>\u003cstrong>ON THE ARGUMENT FOR OR AGAINST CYBERLEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I had had conversations with some people earlier and then yesterday again because I made a comment in defense of teachers yesterday because during the conversations at the cyberlearning conference, I got this sense of disdain against K-12. When we get into a crisis situation like we are nationally and by state, there's this tendency to throw rocks by everybody, and when you throw rocks, all you do is beat people up, and then nobody's left. Who's last standing is, is really who wins, and that's really not what we need right now.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The argument and the case around cyberlearning should be what can it produce and what can it add to the instructional process, not we need to do this because the system's broke and teachers don't teach well. That's not the argument, and, once you start the argument, as I think has happened, there's division that's going to be a long time coming to bring us back together again. I think we need to develop respect for each other and an understanding and work things out, and I, I believe that's going to take a while. I'm concerned that the crisis around education today and the loss of funding and those types of things is not going to, it's not going to bring us together. It's going to divide us even more. But I, personally, I think that cyberlearning has some very, very valuable outcomes for schools and teachers, and teachers do have the capacity to change, when it's done properly, to take that, those tools and use them properly and strengthen the learning process.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So right now, I think it's just people who are doing the research feel that they're on the bleeding edge, and they want everybody to follow, and the teachers have gone through the cycle of, oh, this another new thing, and we know that technology in the research perspective adds very little to the outcomes of students in real terms when practiced. So, you have all these people who have experience in different…and come from different frames of mind that we really need to take it and bring it together. I, I have a funny story that I learned way back when, and it's about technology and how education is so far behind, and I use it when I work with teachers all the time, and I, I say to them about how when we were growing up and teachers were using overhead projectors, we felt like we were in, at the cutting edge of things, right? But bowling alleys were using overhead projectors 15 and 20 years before schools got them. So, that we always do lag behind in this progression, but understanding that, we also need to know how, given everything that sits in front of us now, making sure that all kids are learning well, how can we take this, even if it's behind the times, for a better term, and improve instruction rather than just dive into it because it's politically sexy.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think that right now, much of it is still in the research phase, and how I interpret it is I don’t in-, I don’t look at it as the silver bullet to education. I look at it as connecting to issues around relevancy of how kids are learning and living today, and it's that connection to relevancy that, for me, helps kids engage in, in academics. What I do think is that cyber learning is something that these kids do on a constant basis. We also know that our kids at risk, 10 years ago, they would go home and they would text on the PC, alright? A network device that connects into the wall. We find that significantly less kids now…we, we lived in an environment where around 90, 92% of our kids, even homes with poverty, 10 years ago had computers because that's how they communicated. Today, it's probably only about 10 or 15% because they all have mobile devices. So, if, if, if, in fact that's the case, and those mobile devices are so powerful now, we, as an educational institution, have to find ways of using that to help extend learning and communicate with our students and our parents, and we do that quite well.\u003c/p>\n\u003cp>\u003cstrong>ON THE VIRTUES OF VIDEO GAMES AND LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">One of the things that I think that's, that's going on now, there's a lot of conversation around the title of games, and what I'm seeing in the concept of games here is really nothing more than what we've been doing for 10 or 15 years, which is instructional resources. It's not really a game to me, and, in a sense, they say well, we're using a different type of presentation that looks like a game, but it's not a game. A game in real sense is a device or a way of students getting experiences at something, and they do it over an extended period of time because the reinforcement schedules inside that game keep them going further and further and in more advanced ways and also helps them to learn. In other words, they're learning about the game, but the reinforcement schedules are so tight and so well designed that it pushes them and pushes them and pushes them because it, it doesn't give them so much negative that they give up. It gives them a little bit of negative to challenge them and understand that they have to keep working, but then, when they start to break, it brings them back to a success, so now they're back to the cycle again.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">From my perspective, I came here because I thought that that's what the games were all about, not instructional resources because in real games I want to learn more about the reinforcement schedules and how can I transfer that knowledge and practice into the educational classroom, the instructional program. Because if our teachers can learn how to set up instructional schedules better so kids are, in fact, engaged more and they'll do that over a longer period of time like they do in an actual game, that produces wonderful results inside the classroom. So, that's what I was hoping for, but I think that in cyber learning right now, they're really looking at instructional resources more than true games that have these strong, extended time frames of engagement with, with absolutely wonderful reinforcement schedules. So, I think we have a little, a little bit of knowledge to go there. I had looked at some of the Microsoft new products that are coming out. We are intrigued by some of those things, and Montage is also out there, which we actually had a conversation with them last night, and they're going to come into our district and take a look at how they can help us develop our, or improve our technological capacity inside the classroom in the buildings. So, there, there is some products out there that we're going to be taking a deeper look at and possibly bringing inside.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Reinforcement schedules, it's like the old Skinnerian theory. If I want you to do something, I'll give you an M&M. So, oh, I have an M&M, so now I'm going to…what, what else would you like? Well, the interesting thing about reinforcement schedules are if I just kept giving you an M&M, your behavior would change because now you know you could anything to get an M&M. Well, that's not real learning. It stops at a point, and now the kids are just playing with your head, right? So, in a real reinforcement schedules, there's also going to be some times where you're unsuccessful. So now it's indiscriminate. So now you don’t know if you're going to get one or not, so you're going to keep trying to make sure you get one. So in those indiscriminate reinforcement schedules, which I call really tight, then what happens is you never know what the outcome is going to be, and you have to keep pushing to be successful, to get, get that success.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And in games, it's, I play on mine with my daughter all the time, Angry Birds, and we have this game. Some people look at it and say, \"You're 60 years old and you play Angry Birds?\" Well, it's fun, and the reinforcement schedules inside that are wonderful. I fail probably five out of six times. The sixth time I'm successful, and I'll move on, right? But I'll try five times to be successful like the sixth time. But inside that…and then it's a social network where I'm now playing with my daughter as well because she's 25, physical therapist, and she, she wants to make sure she beats Dad. So I mean, all those things. You have both the inside reinforcement schedules, which allow failure, but not so much failure you give up, that then the re-, the success does come. And then, once you get that success, then you keep playing again, and your skill level keeps going up, and you learn more.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now, the interesting thing about Angry Birds is, if you really look at that game, it's also a lot about engineering because you have to look at the design, right? Or the, the…where the pigs are and figure out what is the design of that in such a way that I could create the most damage to bring it down. So, there's a lot of really creative thinking and advanced thinking inside a simplistic game like that, but, at the same time, the rein-…as I refer to it as the reinforcement schedules are, I will play that as a 60-year-old because it keeps me, the reinforcement schedule, keeps allowing me to fail, but also, eventually to be successful to the point where I'll keep playing. It is those reinforcement schedules that we know some kids, especially the at risk kids, they're going to have more opportunities at failure than most kids, but they also need the times when they're successful, so once they are successful, they can say, \"I have been successful. I worked through the failure, and now, I can move to the next step and keep working harder.\"\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 style=\"padding-left: 30px;\">That reinforcement, or that type of reinforcement is very important inside the classroom, especially for the type of kids that I work with, which are most at risk kids because it's the per-…the issue around persistence, meaning I'm going to keep working harder, that we have to make sure that we find reinforcement schedules inside our instructional programs even though they do fail, that they persist to the successful stage. And, of course, the end product is graduation rings. They will stay, they will stick with it. They will have some failure. They work through that, but not so much that they give up, and it's those reinforcement schedules that we need to understand and make sure that our kids get so the, the graduation rates for these at most, at risk kids, they, they persist through the system, and they actually graduate.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/9994/technology-not-a-silver-bullet-but-makes-learning-relevant","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_366","mindshift_65","mindshift_114"],"label":"mindshift"},"mindshift_9760":{"type":"posts","id":"mindshift_9760","meta":{"index":"posts_1591205157","site":"mindshift","id":"9760","score":null,"sort":[1301007851000]},"guestAuthors":[],"slug":"science-math-and-fan-fiction-whats-worth-learning","title":"Science, Math, and Fan Fiction: What's Worth Learning?","publishDate":1301007851,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_9792\" class=\"module image center mceTemp\" style=\"width: 500px;\">\u003ca rel=\"attachment wp-att-9792\" href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/foundphotoslj-2/\">\u003c/a>\n\u003cdiv id=\"attachment_9792\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px;\">\u003ca rel=\"attachment wp-att-9792\" href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/foundphotoslj-2/\">\u003cimg class=\"size-full wp-image-9792\" title=\"FoundphotoSLJ\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/FoundphotoSLJ.jpg\" alt=\"\" width=\"500\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ-400x194.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ-320x156.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"credit\">Flickr:FoundPhotoSLJ\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>What happens when you allow kids to figure out their own path to learning by giving them access to the online community? That's one of the thoughtful questions \u003ca href=\"http://www.wcer.wisc.edu/people/staff.php?sid=511\">Richard Halverson\u003c/a>, co-author of \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, brings up in this interview at the \u003ca href=\"http://www.cyberlearningstem.org/\">CYTSE conference\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> \"A lot of kids aren’t engaged by algebra or chemistry. They’re engaged by other stuff. We can follow the trail of engagement to figure out what kinds of things interest them and [whether] there are legitimate academic pursuits to be discerned in that form of participation.\" \u003c/aside>\n\u003cp>There's a difference, Halverson says, between using cyberlearning tools for specific purposes -- to learn math or health, for example -- and towards open-ended discoveries, such as participatory cultures like \u003ca href=\"http://us.battle.net/wow/\">World of Warcraft\u003c/a> or \u003ca href=\"http://www.fanfiction.net/\">FanFiction sites\u003c/a> that teach kids the intangibles.\u003c/p>\n\u003cp>It's a huge leap to make. Educators are still \u003ca href=\"http://weblogg-ed.com/2011/valuing-change/\">not wholly convinced\u003c/a> that technology is anything more than just \"bells and whistles,\" so is it even possible to think about giving kids free rein to design their own path online?\u003c/p>\n\u003cp>And even in those communities that \u003cem>do \u003c/em>embrace technology, \"those two communities don’t really overlap very well,\" he says. \"One of them really wants to do what schools do. And the other one wants to see what the tools are capable of.\"\u003c/p>\n\u003cp>The closest comparison to this kind of learning model, Halverson says, is the community college. \"I think we’re going to see much more of that in our high schools, like less emphasis on core academic curriculum and more emphasis on well what…what interests you,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As for the issue about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">control shift\u003c/a> -- of teachers letting go of the idea of filling students' heads with facts and information -- Halverson adds yet another level of complexity to the equation. With so much pressure to teach to the test and standardize learning, Halverson says he's heartened by the fact that \"teachers still make every single decision about which student gets to speak, how the assignments are structured, what kind of feedback they give to their students.\"\u003c/p>\n\u003cp>And for the innovative educator, this is promising.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=G_eAXXSfay8\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Read the\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/\"> entire interview with Halverson's here\u003c/a>.\u003c/strong>\u003c/em>\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What trends are you seeing in cyberlearning world?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It’s been the big challenge in the cyberlearning debate I think is that there’s a whole group of people who wants to use the tools to transform what we’re already doing in school. So we have cyberlearning for STEM education or cyberlearning for health education. But then there’s another group of folks who are looking at cyberlearning tools just to see what kind of learning occurs when people engage in…in participatory cultures or they organize around technologies. And those two communities don’t really overlap very well. One of them really wants to do what schools do. And the other one wants to see what the tools are capable of.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The big contrast I think is, like imagine a world in which you already knew what students should learn. Then the technologies are just means. And then you want to test the ability of the technologies to deliver those…those ends that you already know. But then imagine another world in which we don’t really know what the learning goals are. The tools sort of embed practices that go in their own directions. And so there’s a whole group of researchers studying that, too, to see like what kinds of learning emerge from using these tools.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is that what you think will eventually be the norm?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well it’s the thing that’s transforming our society. I mean everybody uses Google now. Everybody’s got an account at the DMV. Everybody shops online. Everybody pays their taxes on line. Like people maintain virtual selves all over the place. It’s just integrated into their, into their lives. And the people who invented cyberlearning tools are the ones who pioneered these new forms of virtual interaction. \u003cstrong>\u003cspan style=\"color: #cc3300;\">So looking at things like World of Warcraft or FanFiction or participatory media cultures really shows the future of what everyday interaction is going to be.\u003c/span>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well kids, I mean the interesting thing about kids is that they’re very early adopters and, but they adopt…they adapt actually the tools to what they think is interesting. And so social media sites really took off when highschoolers embraced them, first My Space and then Facebook as virtual extensions of their ability to interact with their friends. And the folks in schools have been scrambling ever since to figure out how do we get social network interaction in our school. And the transition has not been very hard because we’re trying…I mean it’s not been very easy because we’re…we’re trying to export natural practices from their native land into an artificial context.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How can this all be integrated into curriculum?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think one of the problems that curriculum instruction is going to have is the very long sort of industrial model for how curriculum gets organized. It’s over a hundred years old. It’s based on standards and it’s based on shared model of what’s learning. And so in schools you have a model for what’s learned and then all the kids have to go along with that model. And I think\u003cspan style=\"color: #cc3300;\"> \u003cstrong>the new models that are being developed now are much more production focused where kids integrate what they know into meaningful performances or products. And then the technologies organize around those products both in their production but also in their sharing to give kids a real investment in what they’re building and doing\u003c/strong>.\u003c/span> But the kind of movies or the kinds of machinima or the kinds of production that kids are engaging in does not map very well onto traditional curriculum maps. And so like what happens with chemistry. Well that’s a big problem because kids are engaged in a lot of sophisticated media production practices that don’t really involve chemistry.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\u003cstrong> \u003c/strong>\"The voice of teachers who aren’t dealing with extraordinary circumstances every day but are just trying to teach algebra ... those stories are just not being heard in the contemporary discourse.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There are different kinds of learning goals like a huge part of our education process is cultural inheritance. There’s a whole bunch of knowledge that we think that educated citizens should have and that our schools are designed very efficiently to transmit that knowledge. I mean you can’t teach algebra much better than it’s currently being taught in our schools. And to have game to do it or other kinds of media to do it, it just the new methods are just inefficient compared to what we already have. The question is, or the question for us is that a lot of kids aren’t engaged by algebra or chemistry. They’re engaged by other stuff. And so we can follow the trail of engagement to figure out what kinds of things interest them and are there…are there legitimate academic pursuits to be sort of discerned in…in that form of participation.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think the best model that I can think of now is what’s going to happen with high schools in the next twenty, thirty years. \u003cstrong>\u003cspan style=\"color: #cc3300;\">The community college model which is an enormous range of electives for all kinds of practices, right, from media production to professional trades, to sciences, to math, to literature, a huge smorgasbord. It almost takes a comprehensive high school and explodes it and puts the learning in charge constructing an educational pathway.\u003c/span> \u003c/strong>I think we’re going to see much more of that in our high schools, like less emphasis on core academic curriculum and more emphasis on well what interests you.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What happens to \"core curriculum\" in that case?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well I think we’ve settled as a culture on sort of a 19\u003csup>th\u003c/sup> century definition of what constitutes and educated person. Chemistry was a rather late edition to that but math is definitely a part of it. And I think what we’re going to find out in the next fifty, a hundred years, at least from the perspective of an economic productivity that some of those disciplines just don’t matter for creating ways of life and…and new economic productions. I mean I work in a group that does game production. And we see really smart kids all the time who are disaffected from their schooling, want to come, they want to build worlds. And they want to use programming tools to do it. And if it’s about learning then that’s great. And it’s not clear that that’s directly related to chemistry or any other of the things that we currently teach in schools.\u003cspan style=\"color: #cc3300;\">\u003cstrong> I mean algebra gives you a routine of thinking. But the actual content of algebra it just doesn’t come up very often\u003c/strong>.\u003c/span> The sad fact of it is you just don’t need algebra. You need proportions. You need need to be able to make judgments about similarity and difference.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What message do you have for parents who are unhappy with the public school system?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What should parents’ reaction be the current state of schools? And one of the issues is that schools are not a monolithic entity. There’s your local school and a lot of parents understand that if they participate in their school that benefits their kids and so local community participation in school is a really important thing.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think a bigger question is how do we react to other people’s schools? It’s sort of the general public support for public schooling. Like how do we feel about creating a common institution that helps the needs…the education needs of all of our kids? And that right now in 2010 is a think an emerging public dispute. I’m from Wisconsin. And so right now in the state capitol the future of public education is being debated, the future of how, whether teachers are going to be able to unionize and to bargain and so forth. And it’s brought out a lot of discussion about how our schools aren’t any good anyway so why don’t we hasten their destruction and bring in charters and so forth.\u003cspan style=\"color: #cc3300;\"> \u003cstrong>And so we as a culture we don’t really have a good sense of the quality of other people’s schools. And that’s an important thing for us to understand. It’s almost not as a parent but as a citizen, it’s important to understand like what’s the role of public education as an ongoing sort of institutional benefit of our culture.\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well it’s really hard to discern the state of public education because all the press is negative like the liberals are (unschooled/on schools) because of their failures. The conservatives are unschooled because they cost too much. Parents are (unschooled) because of taxation and disciplinary issues, students are unschooled because they don’t want to be there. Teachers are overworked, and it’s a universally negative message. And so it’s really hard to discern what’s actually going on, what are the day to day practices that give people life in schools. And that voice is just not being heard. The voice of teachers who, you know, aren’t dealing with extraordinary circumstances every day but are just trying to teach algebra. They’re just trying to teach programming. They’re trying to teach kids how to read. Those stories are just not being heard in the…in the contemporary discourse.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And on the one hand I think all this attention is good because institutions don’t grow if you don’t point out their critiques. You got to have a persistent atmosphere of criticism otherwise it just becomes good enough. And so the fact that American public education is such a hot button issue really gives us sort of a public incentive to make change in schools. But I am worried about the baby in the bathwater problem that the stuff that works in schools just doesn’t get reported and so we, in this cycle of constant reform that doesn’t really stick to what we’re already doing.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What are your thoughts about the role of the teacher, and the idea of them letting go of control of owning subjects and the content they teach?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It’s been a dream for the progressive movement in education for a long time that teachers would let go of the control over to students and engage in constructive conversations with students. But that dream has really been on the run in the past ten years. We’ve entered an era where we’ve used information technologies to capture outcomes for student learning. And once we determine the patterns and the outcomes that leads to prescribed methods of instruction, so teachers have less and less control than they ever had over the methods that they use, more often teachers are being asked to stand and deliver. \"Here’s my curriculum. I’m supposed to deliver it to my students.\" And then we’re supposed to measure the outcomes. And that’s what constitutes teaching.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now that being said at a macro level I think it looks sort of bleak for teachers. But at a micro level, teachers still make every single decision about which student gets to speak, how the assignments are structured, what kind of feedback they give to their students. \u003cstrong>\u003cspan style=\"color: #cc3300;\">The great promise of the whole school reform argument that we’re having is that at the micro level teachers have as much control as they ever had.\u003c/span> \u003c/strong>And they can ask questions in however they see fit to interact with students. So to me there’s enormous amounts of hope in the very place where that makes the most difference.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1301070248,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":2458},"headData":{"title":"Science, Math, and Fan Fiction: What's Worth Learning? | KQED","description":"Flickr:FoundPhotoSLJ What happens when you allow kids to figure out their own path to learning by giving them access to the online community? That's one of the thoughtful questions Richard Halverson, co-author of Rethinking Education in the Age of Technology, brings up in this interview at the CYTSE conference. "A lot of kids aren’t engaged","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Science, Math, and Fan Fiction: What's Worth Learning?","datePublished":"2011-03-24T23:04:11.000Z","dateModified":"2011-03-25T16:24:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"9760 http://blogs.kqed.org/mindshift/?p=9760","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/24/science-math-and-fan-fiction-whats-worth-learning/","disqusTitle":"Science, Math, and Fan Fiction: What's Worth Learning?","path":"/mindshift/9760/science-math-and-fan-fiction-whats-worth-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_9792\" class=\"module image center mceTemp\" style=\"width: 500px;\">\u003ca rel=\"attachment wp-att-9792\" href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/foundphotoslj-2/\">\u003c/a>\n\u003cdiv id=\"attachment_9792\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px;\">\u003ca rel=\"attachment wp-att-9792\" href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/foundphotoslj-2/\">\u003cimg class=\"size-full wp-image-9792\" title=\"FoundphotoSLJ\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/FoundphotoSLJ.jpg\" alt=\"\" width=\"500\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ-400x194.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ-320x156.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"credit\">Flickr:FoundPhotoSLJ\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>What happens when you allow kids to figure out their own path to learning by giving them access to the online community? That's one of the thoughtful questions \u003ca href=\"http://www.wcer.wisc.edu/people/staff.php?sid=511\">Richard Halverson\u003c/a>, co-author of \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, brings up in this interview at the \u003ca href=\"http://www.cyberlearningstem.org/\">CYTSE conference\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> \"A lot of kids aren’t engaged by algebra or chemistry. They’re engaged by other stuff. We can follow the trail of engagement to figure out what kinds of things interest them and [whether] there are legitimate academic pursuits to be discerned in that form of participation.\" \u003c/aside>\n\u003cp>There's a difference, Halverson says, between using cyberlearning tools for specific purposes -- to learn math or health, for example -- and towards open-ended discoveries, such as participatory cultures like \u003ca href=\"http://us.battle.net/wow/\">World of Warcraft\u003c/a> or \u003ca href=\"http://www.fanfiction.net/\">FanFiction sites\u003c/a> that teach kids the intangibles.\u003c/p>\n\u003cp>It's a huge leap to make. Educators are still \u003ca href=\"http://weblogg-ed.com/2011/valuing-change/\">not wholly convinced\u003c/a> that technology is anything more than just \"bells and whistles,\" so is it even possible to think about giving kids free rein to design their own path online?\u003c/p>\n\u003cp>And even in those communities that \u003cem>do \u003c/em>embrace technology, \"those two communities don’t really overlap very well,\" he says. \"One of them really wants to do what schools do. And the other one wants to see what the tools are capable of.\"\u003c/p>\n\u003cp>The closest comparison to this kind of learning model, Halverson says, is the community college. \"I think we’re going to see much more of that in our high schools, like less emphasis on core academic curriculum and more emphasis on well what…what interests you,\" he says.\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>As for the issue about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">control shift\u003c/a> -- of teachers letting go of the idea of filling students' heads with facts and information -- Halverson adds yet another level of complexity to the equation. With so much pressure to teach to the test and standardize learning, Halverson says he's heartened by the fact that \"teachers still make every single decision about which student gets to speak, how the assignments are structured, what kind of feedback they give to their students.\"\u003c/p>\n\u003cp>And for the innovative educator, this is promising.\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_eAXXSfay8'\n title='//www.youtube.com/embed/G_eAXXSfay8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cem>\u003cstrong>Read the\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/\"> entire interview with Halverson's here\u003c/a>.\u003c/strong>\u003c/em>\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What trends are you seeing in cyberlearning world?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It’s been the big challenge in the cyberlearning debate I think is that there’s a whole group of people who wants to use the tools to transform what we’re already doing in school. So we have cyberlearning for STEM education or cyberlearning for health education. But then there’s another group of folks who are looking at cyberlearning tools just to see what kind of learning occurs when people engage in…in participatory cultures or they organize around technologies. And those two communities don’t really overlap very well. One of them really wants to do what schools do. And the other one wants to see what the tools are capable of.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The big contrast I think is, like imagine a world in which you already knew what students should learn. Then the technologies are just means. And then you want to test the ability of the technologies to deliver those…those ends that you already know. But then imagine another world in which we don’t really know what the learning goals are. The tools sort of embed practices that go in their own directions. And so there’s a whole group of researchers studying that, too, to see like what kinds of learning emerge from using these tools.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is that what you think will eventually be the norm?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well it’s the thing that’s transforming our society. I mean everybody uses Google now. Everybody’s got an account at the DMV. Everybody shops online. Everybody pays their taxes on line. Like people maintain virtual selves all over the place. It’s just integrated into their, into their lives. And the people who invented cyberlearning tools are the ones who pioneered these new forms of virtual interaction. \u003cstrong>\u003cspan style=\"color: #cc3300;\">So looking at things like World of Warcraft or FanFiction or participatory media cultures really shows the future of what everyday interaction is going to be.\u003c/span>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well kids, I mean the interesting thing about kids is that they’re very early adopters and, but they adopt…they adapt actually the tools to what they think is interesting. And so social media sites really took off when highschoolers embraced them, first My Space and then Facebook as virtual extensions of their ability to interact with their friends. And the folks in schools have been scrambling ever since to figure out how do we get social network interaction in our school. And the transition has not been very hard because we’re trying…I mean it’s not been very easy because we’re…we’re trying to export natural practices from their native land into an artificial context.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How can this all be integrated into curriculum?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think one of the problems that curriculum instruction is going to have is the very long sort of industrial model for how curriculum gets organized. It’s over a hundred years old. It’s based on standards and it’s based on shared model of what’s learning. And so in schools you have a model for what’s learned and then all the kids have to go along with that model. And I think\u003cspan style=\"color: #cc3300;\"> \u003cstrong>the new models that are being developed now are much more production focused where kids integrate what they know into meaningful performances or products. And then the technologies organize around those products both in their production but also in their sharing to give kids a real investment in what they’re building and doing\u003c/strong>.\u003c/span> But the kind of movies or the kinds of machinima or the kinds of production that kids are engaging in does not map very well onto traditional curriculum maps. And so like what happens with chemistry. Well that’s a big problem because kids are engaged in a lot of sophisticated media production practices that don’t really involve chemistry.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\u003cstrong> \u003c/strong>\"The voice of teachers who aren’t dealing with extraordinary circumstances every day but are just trying to teach algebra ... those stories are just not being heard in the contemporary discourse.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There are different kinds of learning goals like a huge part of our education process is cultural inheritance. There’s a whole bunch of knowledge that we think that educated citizens should have and that our schools are designed very efficiently to transmit that knowledge. I mean you can’t teach algebra much better than it’s currently being taught in our schools. And to have game to do it or other kinds of media to do it, it just the new methods are just inefficient compared to what we already have. The question is, or the question for us is that a lot of kids aren’t engaged by algebra or chemistry. They’re engaged by other stuff. And so we can follow the trail of engagement to figure out what kinds of things interest them and are there…are there legitimate academic pursuits to be sort of discerned in…in that form of participation.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think the best model that I can think of now is what’s going to happen with high schools in the next twenty, thirty years. \u003cstrong>\u003cspan style=\"color: #cc3300;\">The community college model which is an enormous range of electives for all kinds of practices, right, from media production to professional trades, to sciences, to math, to literature, a huge smorgasbord. It almost takes a comprehensive high school and explodes it and puts the learning in charge constructing an educational pathway.\u003c/span> \u003c/strong>I think we’re going to see much more of that in our high schools, like less emphasis on core academic curriculum and more emphasis on well what interests you.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What happens to \"core curriculum\" in that case?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well I think we’ve settled as a culture on sort of a 19\u003csup>th\u003c/sup> century definition of what constitutes and educated person. Chemistry was a rather late edition to that but math is definitely a part of it. And I think what we’re going to find out in the next fifty, a hundred years, at least from the perspective of an economic productivity that some of those disciplines just don’t matter for creating ways of life and…and new economic productions. I mean I work in a group that does game production. And we see really smart kids all the time who are disaffected from their schooling, want to come, they want to build worlds. And they want to use programming tools to do it. And if it’s about learning then that’s great. And it’s not clear that that’s directly related to chemistry or any other of the things that we currently teach in schools.\u003cspan style=\"color: #cc3300;\">\u003cstrong> I mean algebra gives you a routine of thinking. But the actual content of algebra it just doesn’t come up very often\u003c/strong>.\u003c/span> The sad fact of it is you just don’t need algebra. You need proportions. You need need to be able to make judgments about similarity and difference.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What message do you have for parents who are unhappy with the public school system?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What should parents’ reaction be the current state of schools? And one of the issues is that schools are not a monolithic entity. There’s your local school and a lot of parents understand that if they participate in their school that benefits their kids and so local community participation in school is a really important thing.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think a bigger question is how do we react to other people’s schools? It’s sort of the general public support for public schooling. Like how do we feel about creating a common institution that helps the needs…the education needs of all of our kids? And that right now in 2010 is a think an emerging public dispute. I’m from Wisconsin. And so right now in the state capitol the future of public education is being debated, the future of how, whether teachers are going to be able to unionize and to bargain and so forth. And it’s brought out a lot of discussion about how our schools aren’t any good anyway so why don’t we hasten their destruction and bring in charters and so forth.\u003cspan style=\"color: #cc3300;\"> \u003cstrong>And so we as a culture we don’t really have a good sense of the quality of other people’s schools. And that’s an important thing for us to understand. It’s almost not as a parent but as a citizen, it’s important to understand like what’s the role of public education as an ongoing sort of institutional benefit of our culture.\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well it’s really hard to discern the state of public education because all the press is negative like the liberals are (unschooled/on schools) because of their failures. The conservatives are unschooled because they cost too much. Parents are (unschooled) because of taxation and disciplinary issues, students are unschooled because they don’t want to be there. Teachers are overworked, and it’s a universally negative message. And so it’s really hard to discern what’s actually going on, what are the day to day practices that give people life in schools. And that voice is just not being heard. The voice of teachers who, you know, aren’t dealing with extraordinary circumstances every day but are just trying to teach algebra. They’re just trying to teach programming. They’re trying to teach kids how to read. Those stories are just not being heard in the…in the contemporary discourse.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And on the one hand I think all this attention is good because institutions don’t grow if you don’t point out their critiques. You got to have a persistent atmosphere of criticism otherwise it just becomes good enough. And so the fact that American public education is such a hot button issue really gives us sort of a public incentive to make change in schools. But I am worried about the baby in the bathwater problem that the stuff that works in schools just doesn’t get reported and so we, in this cycle of constant reform that doesn’t really stick to what we’re already doing.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What are your thoughts about the role of the teacher, and the idea of them letting go of control of owning subjects and the content they teach?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It’s been a dream for the progressive movement in education for a long time that teachers would let go of the control over to students and engage in constructive conversations with students. But that dream has really been on the run in the past ten years. We’ve entered an era where we’ve used information technologies to capture outcomes for student learning. And once we determine the patterns and the outcomes that leads to prescribed methods of instruction, so teachers have less and less control than they ever had over the methods that they use, more often teachers are being asked to stand and deliver. \"Here’s my curriculum. I’m supposed to deliver it to my students.\" And then we’re supposed to measure the outcomes. And that’s what constitutes teaching.\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 style=\"padding-left: 30px;\">Now that being said at a macro level I think it looks sort of bleak for teachers. But at a micro level, teachers still make every single decision about which student gets to speak, how the assignments are structured, what kind of feedback they give to their students. \u003cstrong>\u003cspan style=\"color: #cc3300;\">The great promise of the whole school reform argument that we’re having is that at the micro level teachers have as much control as they ever had.\u003c/span> \u003c/strong>And they can ask questions in however they see fit to interact with students. So to me there’s enormous amounts of hope in the very place where that makes the most difference.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/9760/science-math-and-fan-fiction-whats-worth-learning","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_366","mindshift_403","mindshift_405","mindshift_404"],"featImg":"mindshift_9792","label":"mindshift"},"mindshift_9656":{"type":"posts","id":"mindshift_9656","meta":{"index":"posts_1591205157","site":"mindshift","id":"9656","score":null,"sort":[1300922734000]},"guestAuthors":[],"slug":"virtual-worlds-in-the-hands-of-student-scientists","title":"Virtual Worlds in the Hands of Student Scientists","publishDate":1300922734,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Can video games really work as a learning tool? If so, what happens to the role of the teacher in this realm? \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> and his colleagues at Harvard Graduate School of Education\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/video-game-on-yes-and-no/\"> have been working\u003c/a> on testing these theories and have come up with fascinating results. \u003c/em>\u003c/p>\n\u003cp>\u003cem>I spoke with Dede at the \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a> recently, and asked him to elaborate on his thesis. Here's the video, and the full transcript follow below. The big takeaway: \u003cstrong>When combined with challenges and assessments, along with the guidance of a teacher, video games can lead students to rich learning experiences.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=nNAZXB0DnT4&feature=channel_video_title\u003c/p>\n\u003ch5>Read the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/virtual-worlds-in-the-hands-of-student-scientists/#more-9656\">full transcript here\u003c/a>.\u003c/h5>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch5>\u003cspan style=\"color: #333399;\">ON THE MAGIC OF SCIENCE COMING TO LIFE\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">One of the big challenges of classrooms is that they're very barren places. They're isolated from the world. Teachers typically have very limited resources that they can bring to bear, and yet we know that science takes place in very rich, real world settings with lots of lab equipment and with a lot of access to technology.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So, how students learn to act like scientists is complicated, but cyberlearning is really helping us with this because through cyberlearning, we can bring immersive experiences like those that students have in games or Club Penguin or Second Life into classrooms so that they're physically in the classroom, but psychologically, they're inside of some sort of digital environment. And if it's well constructed, and we build and study environments like this, we find that students can assume the role of scientists, and they can see the kinds of challenges that scientists face, and \u003cstrong>\u003cspan style=\"color: #cc0000;\">THEY CAN LEARN A LOT OF SKILLS THAT ARE THEN IMPORTANT FOR THEM LATER WHEN THEY'RE OUT OF THE CLASSROOM, AND IN THE REAL WORLD, \u003c/span>\u003c/strong> bring science to bear on understanding problems.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003ch5>\u003cspan style=\"color: #333399;\">ON THE POWER OF TEACHING WITH GAMES\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">We have four projects that deal with immersive virtual worlds in classrooms. One is curriculum oriented, where we're building and studying digital ecosystems. One is assessment oriented, where we put students in a challenging situation, and we ask them to use their inquiry skills to figure out what's happening. One is mathematics instead of science, and students land in the virtual world on a strange planet, and they have to use math in order to rescue their captain, and then the fourth goes back to the digital pond, and students are learning [about] social perspective taking and some skills out of social psychology and negotiating about land use.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what we’re studying is how broad a range of 21st century skills and sophisticated kind of processes can students learn in virtual worlds. And what is the role of the teacher in all of this. How does the teacher help them interpret and reflect on these experiences that they are having in the world. So it’s fascinating to look out how these worlds can be used in different ways. And see what the strengths and limits are with each approach. So what we find is that if students simply experience a virtual world without any guidance, it’s fun for them, they are engaged, they probably learned something, but they don't learn very much. Because the virtual world is simpler than the real world. But to be authentic, it’s still pretty complicated.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So we’re not trying to create some teacher in the box experience, where kids go into a virtual world and all by themselves they learn a great deal. Instead we find \u003cspan style=\"color: #cc3300;\">\u003cstrong>COMBINING A VIRTUAL WORLD AND A SKILLED TEACHER IS VERY POWERFUL\u003c/strong>,\u003cstrong> BECAUSE THE WORLD PROVIDES THE ENGAGEMENT AND EXPERIENCE, BUT THE TEACHER PROVIDES THE INTERPRETATION AND THE ABILITY TO HELP STUDENTS PLAN.\u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>So the next time they go through the magic portal and back into the virtual world, they can organize themselves more effectively. We’re also finding that collaborative learning is also very powerful in virtual worlds. It’s easy for the students to play different roles, in which each gathers another set of data. And to put their elephant together they have to combine their knowledge of the trunk and the ears and the tail. And that kind of jigsaw pedagogy is difficult to do in a standard classroom, but it works really well in a virtual environment.\u003c/p>\n\u003ch5>\u003cstrong>\u003cspan style=\"color: #333399;\">ON SEEING THE SPARK OF ENGAGEMENT\u003c/span>\u003cbr>\n\u003c/strong>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">When we think about how to bring cyberlearning into more conventional forms of instruction, I think that we need to think about the beginning and the end of a curricular unit. So, often students wonder, \"Why am I learning this? I don’t see any relevance to my life,\" and if you have a cyberlearning experience that's authentic right at the beginning of a curricular unit, students see. They see why it's relevant to their lives, and they also see that they don’t know what to do, that they're confused and lost. So, now they have a reason to learn the curriculum. In the middle, I might use an assessment based on cyberlearning so that the students can see, \"Yeah. I'm making some progress here, but there's also some things that I still don’t know.\" And then at the end, as a culminating experience and as an assessment, again, some kind of authentic cyberlearning can be really powerful. So,\u003cspan style=\"color: #cc3300;\">\u003cstrong> IT'S A LITTLE LIKE A DANCE, WHERE YOU'RE WEAVING CYBERLEARNING IN AND OUT OF FORMS OF INSTRUCTION THAT WE'RE MORE FAMILIAR WITH \u003c/strong>\u003c/span>building on the strengths of each.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300925416,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":948},"headData":{"title":"Virtual Worlds in the Hands of Student Scientists | KQED","description":"Can video games really work as a learning tool? If so, what happens to the role of the teacher in this realm? Chris Dede and his colleagues at Harvard Graduate School of Education have been working on testing these theories and have come up with fascinating results. I spoke with Dede at the Cyberlearning Tools","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Virtual Worlds in the Hands of Student Scientists","datePublished":"2011-03-23T23:25:34.000Z","dateModified":"2011-03-24T00:10:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"9656 http://blogs.kqed.org/mindshift/?p=9656","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/23/virtual-worlds-in-the-hands-of-student-scientists/","disqusTitle":"Virtual Worlds in the Hands of Student Scientists","path":"/mindshift/9656/virtual-worlds-in-the-hands-of-student-scientists","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Can video games really work as a learning tool? If so, what happens to the role of the teacher in this realm? \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> and his colleagues at Harvard Graduate School of Education\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/video-game-on-yes-and-no/\"> have been working\u003c/a> on testing these theories and have come up with fascinating results. \u003c/em>\u003c/p>\n\u003cp>\u003cem>I spoke with Dede at the \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a> recently, and asked him to elaborate on his thesis. Here's the video, and the full transcript follow below. The big takeaway: \u003cstrong>When combined with challenges and assessments, along with the guidance of a teacher, video games can lead students to rich learning experiences.\u003c/strong>\u003c/em>\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/nNAZXB0DnT4'\n title='//www.youtube.com/embed/nNAZXB0DnT4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch5>Read the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/virtual-worlds-in-the-hands-of-student-scientists/#more-9656\">full transcript here\u003c/a>.\u003c/h5>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch5>\u003cspan style=\"color: #333399;\">ON THE MAGIC OF SCIENCE COMING TO LIFE\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">One of the big challenges of classrooms is that they're very barren places. They're isolated from the world. Teachers typically have very limited resources that they can bring to bear, and yet we know that science takes place in very rich, real world settings with lots of lab equipment and with a lot of access to technology.\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 style=\"padding-left: 30px;\">So, how students learn to act like scientists is complicated, but cyberlearning is really helping us with this because through cyberlearning, we can bring immersive experiences like those that students have in games or Club Penguin or Second Life into classrooms so that they're physically in the classroom, but psychologically, they're inside of some sort of digital environment. And if it's well constructed, and we build and study environments like this, we find that students can assume the role of scientists, and they can see the kinds of challenges that scientists face, and \u003cstrong>\u003cspan style=\"color: #cc0000;\">THEY CAN LEARN A LOT OF SKILLS THAT ARE THEN IMPORTANT FOR THEM LATER WHEN THEY'RE OUT OF THE CLASSROOM, AND IN THE REAL WORLD, \u003c/span>\u003c/strong> bring science to bear on understanding problems.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003ch5>\u003cspan style=\"color: #333399;\">ON THE POWER OF TEACHING WITH GAMES\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">We have four projects that deal with immersive virtual worlds in classrooms. One is curriculum oriented, where we're building and studying digital ecosystems. One is assessment oriented, where we put students in a challenging situation, and we ask them to use their inquiry skills to figure out what's happening. One is mathematics instead of science, and students land in the virtual world on a strange planet, and they have to use math in order to rescue their captain, and then the fourth goes back to the digital pond, and students are learning [about] social perspective taking and some skills out of social psychology and negotiating about land use.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what we’re studying is how broad a range of 21st century skills and sophisticated kind of processes can students learn in virtual worlds. And what is the role of the teacher in all of this. How does the teacher help them interpret and reflect on these experiences that they are having in the world. So it’s fascinating to look out how these worlds can be used in different ways. And see what the strengths and limits are with each approach. So what we find is that if students simply experience a virtual world without any guidance, it’s fun for them, they are engaged, they probably learned something, but they don't learn very much. Because the virtual world is simpler than the real world. But to be authentic, it’s still pretty complicated.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So we’re not trying to create some teacher in the box experience, where kids go into a virtual world and all by themselves they learn a great deal. Instead we find \u003cspan style=\"color: #cc3300;\">\u003cstrong>COMBINING A VIRTUAL WORLD AND A SKILLED TEACHER IS VERY POWERFUL\u003c/strong>,\u003cstrong> BECAUSE THE WORLD PROVIDES THE ENGAGEMENT AND EXPERIENCE, BUT THE TEACHER PROVIDES THE INTERPRETATION AND THE ABILITY TO HELP STUDENTS PLAN.\u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>So the next time they go through the magic portal and back into the virtual world, they can organize themselves more effectively. We’re also finding that collaborative learning is also very powerful in virtual worlds. It’s easy for the students to play different roles, in which each gathers another set of data. And to put their elephant together they have to combine their knowledge of the trunk and the ears and the tail. And that kind of jigsaw pedagogy is difficult to do in a standard classroom, but it works really well in a virtual environment.\u003c/p>\n\u003ch5>\u003cstrong>\u003cspan style=\"color: #333399;\">ON SEEING THE SPARK OF ENGAGEMENT\u003c/span>\u003cbr>\n\u003c/strong>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">When we think about how to bring cyberlearning into more conventional forms of instruction, I think that we need to think about the beginning and the end of a curricular unit. So, often students wonder, \"Why am I learning this? I don’t see any relevance to my life,\" and if you have a cyberlearning experience that's authentic right at the beginning of a curricular unit, students see. They see why it's relevant to their lives, and they also see that they don’t know what to do, that they're confused and lost. So, now they have a reason to learn the curriculum. In the middle, I might use an assessment based on cyberlearning so that the students can see, \"Yeah. I'm making some progress here, but there's also some things that I still don’t know.\" And then at the end, as a culminating experience and as an assessment, again, some kind of authentic cyberlearning can be really powerful. So,\u003cspan style=\"color: #cc3300;\">\u003cstrong> IT'S A LITTLE LIKE A DANCE, WHERE YOU'RE WEAVING CYBERLEARNING IN AND OUT OF FORMS OF INSTRUCTION THAT WE'RE MORE FAMILIAR WITH \u003c/strong>\u003c/span>building on the strengths of each.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/9656/virtual-worlds-in-the-hands-of-student-scientists","authors":["180"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_402","mindshift_366","mindshift_20902","mindshift_47","mindshift_114"],"label":"mindshift"},"mindshift_9178":{"type":"posts","id":"mindshift_9178","meta":{"index":"posts_1591205157","site":"mindshift","id":"9178","score":null,"sort":[1299810308000]},"guestAuthors":[],"slug":"video-games-and-simulations-bring-science-to-life","title":"Video Games and Simulations Bring Science to Life","publishDate":1299810308,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.osep.northwestern.edu/media\">\u003cimg class=\"size-full wp-image-9208\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-10-at-6.14.58-PM.png\" alt=\"\" width=\"295\" height=\"310\">\u003c/a>\u003c/p>\n\u003cp>Science textbooks might be gathering dust in some classrooms across the country, but that doesn't mean students aren't learning. Whether it's determining if cell phone radiation is harmful or it's using the premise of Space Invaders to calculate probabilities, some lucky students are using the latest high tech to learn science and theories.\u003c/p>\n\u003cp>As the public school infrastructure sorts out how informal learning through technology is going to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">fit into the system\u003c/a>, individual teachers, principals, administrators, and education professionals are taking initiative to engage students in science, math, engineering and technology.\u003c/p>\n\u003cp>They gathered over the last two days at the \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education \u003c/a>conference to share their ideas and to inspire each other.\u003c/p>\n\u003cp>Here are just a few of the fascinating science, math, and tech experiments that bring concepts to life.\u003ca href=\"http://live.cyberlearningstem.org/index.php?option=com_community&view=events&Itemid=3\"> Adapted from the CYTSE program.\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>STATS INVADERS! GAME PLAY AS HOMEWORK\u003c/strong>. A computer game called \u003ca href=\"http://www.stanford.edu/~darena/StatsInvaders/\">Stats Invaders \u003c/a>(modeled on the classic arcade game Space Invaders) gives players basic intuitions about both sampling from probability distributions and the statistical hypothesis-testing process. Educator Dylan Arena of Stanford uses these intuitions in his formal instruction. In the game, players must shoot descending aliens according to one of two probability distributions, then decide which distribution the aliens are following. The effectiveness of the game was demonstrated in a previous laboratory study. in collaboration with Dan Schwartz and Lee Martin at U.C. Davis.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>PHYSICS SIMULATIONS CREATE ANIMATED ENVIRONMENTS\u003c/strong>. Educator Patricia Loblein from Evergreen High School integrates interactive simulations into high school physics and chemistry. The \u003ca href=\"http://phet.colorado.edu\">PhET Project\u003c/a> has developed more than 90 simulations for teaching and learning introductory physics, chemistry, biology and earth sciences. These research-based simulations create animated, interactive, game-like environments designed to engage students in active thinking, encourage experimentation, and help develop visual and conceptual models of physical phenomena, emphasizing their connections to everyday life. With their flexible, open-exploratory nature, these simulations are commonly used from middle school through college level teaching. Best of all, they're free, and can be run from the \u003ca href=\"http://phet.colorado.edu\">PhET website\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>MOBILE APP TEACHES BIODIVERSITY\u003c/strong>\u003ca href=\"http://www.engineeringpathway.com\">. \u003c/a>\u003ca href=\"http://www.engineeringpathway.com\">Green Hat & Engineering Pathway\u003c/a> is an interactive mobile learning app that helps students learn about biodiversity and sustainability issues in their surroundings from experts’ points of view, before participating in unfamiliar debates about their familiar surroundings. Using the interactive location-sensitive map and video on a smart phone, GreenHat simulates how experts go about making observations in the field and encourages students to actively observe their environment. GreenHat uses infrastructure from Engineering Pathway, a K-Gray engineering education digital library, in how it searches, organizes, and curates learning resources in a mobile context. Presented by Alice Agogino, U.C. Berkeley, Kimiko Ryokai and Lora Oehlberg.\u003c/li>\n\u003cli>\u003cstrong>CONDUCTING RESEARCH THROUGH VIRTUAL LABS.\u003c/strong> High school students using the \u003ca href=\"http://www.osep.northwestern.edu/projects-and-programs/ilab-network\">iLab Network\u003c/a> (based at Northwestern University) access real instruments remotely using their web browser. Both the Radioactivity iLab and ICP-OES iLab provide students with the opportunity to collect and analyze real data using the multiple steps of the scientific method. Students integrate conventional chemistry, physics, biology, and environmental science concepts with experiments using high-end lab equipment that's traditionally too costly for high schools to purchase. Check out the video below that describes the program.\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300835556,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":545},"headData":{"title":"Video Games and Simulations Bring Science to Life | KQED","description":"Science textbooks might be gathering dust in some classrooms across the country, but that doesn't mean students aren't learning. Whether it's determining if cell phone radiation is harmful or it's using the premise of Space Invaders to calculate probabilities, some lucky students are using the latest high tech to learn science and theories. As the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Video Games and Simulations Bring Science to Life","datePublished":"2011-03-11T02:25:08.000Z","dateModified":"2011-03-22T23:12:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"9178 http://blogs.kqed.org/mindshift/?p=9178","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/10/video-games-and-simulations-bring-science-to-life/","disqusTitle":"Video Games and Simulations Bring Science to Life","path":"/mindshift/9178/video-games-and-simulations-bring-science-to-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.osep.northwestern.edu/media\">\u003cimg class=\"size-full wp-image-9208\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-10-at-6.14.58-PM.png\" alt=\"\" width=\"295\" height=\"310\">\u003c/a>\u003c/p>\n\u003cp>Science textbooks might be gathering dust in some classrooms across the country, but that doesn't mean students aren't learning. Whether it's determining if cell phone radiation is harmful or it's using the premise of Space Invaders to calculate probabilities, some lucky students are using the latest high tech to learn science and theories.\u003c/p>\n\u003cp>As the public school infrastructure sorts out how informal learning through technology is going to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">fit into the system\u003c/a>, individual teachers, principals, administrators, and education professionals are taking initiative to engage students in science, math, engineering and technology.\u003c/p>\n\u003cp>They gathered over the last two days at the \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education \u003c/a>conference to share their ideas and to inspire each other.\u003c/p>\n\u003cp>Here are just a few of the fascinating science, math, and tech experiments that bring concepts to life.\u003ca href=\"http://live.cyberlearningstem.org/index.php?option=com_community&view=events&Itemid=3\"> Adapted from the CYTSE program.\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>STATS INVADERS! GAME PLAY AS HOMEWORK\u003c/strong>. A computer game called \u003ca href=\"http://www.stanford.edu/~darena/StatsInvaders/\">Stats Invaders \u003c/a>(modeled on the classic arcade game Space Invaders) gives players basic intuitions about both sampling from probability distributions and the statistical hypothesis-testing process. Educator Dylan Arena of Stanford uses these intuitions in his formal instruction. In the game, players must shoot descending aliens according to one of two probability distributions, then decide which distribution the aliens are following. The effectiveness of the game was demonstrated in a previous laboratory study. in collaboration with Dan Schwartz and Lee Martin at U.C. Davis.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>PHYSICS SIMULATIONS CREATE ANIMATED ENVIRONMENTS\u003c/strong>. Educator Patricia Loblein from Evergreen High School integrates interactive simulations into high school physics and chemistry. The \u003ca href=\"http://phet.colorado.edu\">PhET Project\u003c/a> has developed more than 90 simulations for teaching and learning introductory physics, chemistry, biology and earth sciences. These research-based simulations create animated, interactive, game-like environments designed to engage students in active thinking, encourage experimentation, and help develop visual and conceptual models of physical phenomena, emphasizing their connections to everyday life. With their flexible, open-exploratory nature, these simulations are commonly used from middle school through college level teaching. Best of all, they're free, and can be run from the \u003ca href=\"http://phet.colorado.edu\">PhET website\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>MOBILE APP TEACHES BIODIVERSITY\u003c/strong>\u003ca href=\"http://www.engineeringpathway.com\">. \u003c/a>\u003ca href=\"http://www.engineeringpathway.com\">Green Hat & Engineering Pathway\u003c/a> is an interactive mobile learning app that helps students learn about biodiversity and sustainability issues in their surroundings from experts’ points of view, before participating in unfamiliar debates about their familiar surroundings. Using the interactive location-sensitive map and video on a smart phone, GreenHat simulates how experts go about making observations in the field and encourages students to actively observe their environment. GreenHat uses infrastructure from Engineering Pathway, a K-Gray engineering education digital library, in how it searches, organizes, and curates learning resources in a mobile context. Presented by Alice Agogino, U.C. Berkeley, Kimiko Ryokai and Lora Oehlberg.\u003c/li>\n\u003cli>\u003cstrong>CONDUCTING RESEARCH THROUGH VIRTUAL LABS.\u003c/strong> High school students using the \u003ca href=\"http://www.osep.northwestern.edu/projects-and-programs/ilab-network\">iLab Network\u003c/a> (based at Northwestern University) access real instruments remotely using their web browser. Both the Radioactivity iLab and ICP-OES iLab provide students with the opportunity to collect and analyze real data using the multiple steps of the scientific method. Students integrate conventional chemistry, physics, biology, and environmental science concepts with experiments using high-end lab equipment that's traditionally too costly for high schools to purchase. Check out the video below that describes the program.\u003c/li>\n\u003c/ul>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/9178/video-games-and-simulations-bring-science-to-life","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_366","mindshift_20902","mindshift_47"],"featImg":"mindshift_9208","label":"mindshift"},"mindshift_9126":{"type":"posts","id":"mindshift_9126","meta":{"index":"posts_1591205157","site":"mindshift","id":"9126","score":null,"sort":[1299788693000]},"guestAuthors":[],"slug":"where-does-informal-learning-fit-in","title":"Where Does Informal Learning Fit In?","publishDate":1299788693,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/horiavarlan/4273913228/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9146\" title=\"Scattered puzzle pieces next to solved fragment\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Horia-Varlan-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>With so much rich information for learners available and accessible on the Internet -- everything from \u003ca href=\"http://www.youtube.com/watch?v=Lcmb4RplClQ\">how to play the guitar\u003c/a> to \u003ca href=\"http://www.geom.uiuc.edu/~demo5337/Group3/applic.html\">applications of the Pythagorean Theorem\u003c/a> -- how can the formal education system leverage all this within schools?\u003c/p>\n\u003cp>There are tremendous obstacles in the way. A shortage of high-quality K-12 STEM teachers, dwindling interest on the part of learners, inequalities in tech-enhanced opportunities, a fragmented research-and-development community, and outmoded high school and college facilities are just a few of the obstacles, according to \u003ca href=\"http://scil.stanford.edu/about/staff/bios/pea.html\">Roy Pea,\u003c/a> co-director of the Stanford Center for Innovations in Learning at the\u003ca href=\"http://live.cyberlearningstem.org/\"> the Cyberlearning Tools for STEM Education \u003c/a>conference to figure out strategies.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are many people in our society who simply don’t like the 21\u003csup>st\u003c/sup> century,\" said Chris Dede.\u003c/aside>\n\u003cp>But the huge cultural shift brought about by the Internet and Web 2.0 ethos -- participatory culture, wikis, blogs, podcasts, virtual worlds, and new values around harnessing collective information -- is helping ameliorate the challenges, and can be a crucial bridge.\u003c/p>\n\u003cp>\"Every minute, 35 hours of video are uploaded to YouTube,\" Pea said. \"There are 700 billion videos up, and many of them are about learning.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's all part of the engagement question. How do you engage learners best? It shouldn't just be about bright lights and activity; it should have a clear learning purpose, said Daniel Edelson. \"We need to stay focused on the purpose of those activities,\" he said.\u003c/p>\n\u003cp>Which begs the question: How do you measure engagement? How does this kind of informal, out-in-the-world learning connect to formal learning in schools?\u003c/p>\n\u003cp>\"We don’t know what we need to about this,\" Pea said. \"Over 90 percent of research is done in formal environments. This area is unexplored.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We can’t give up on schools. They might not change, but we can’t give up,\" Soloway said.\u003c/aside>\n\u003cp>We’re comfortable with structured and guided learning environments with designed artifacts, like after-school clubs, organized sports, field trips to museums. But we don't know anything about learning outside these confines, and the social ramifications of those learning experiences, he said.\u003c/p>\n\u003cp>\"There are many people in our society who simply don’t like the 21\u003csup>st\u003c/sup> century,\" added \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a>, professor in learning technologies at\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\tHarvard University. \"The only place they can pretend the 21\u003csup>st\u003c/sup> century hasn’t happened is in the school system.\"\u003c/p>\n\u003cp>We have along history of making ingenious things that aren’t used because we haven’t been able to convince the community -- and many educators -- about new models of teaching and learning, he said.\u003c/p>\n\u003cp>There are evolutionary, transformative, and disruptive ways to get to 21\u003csup>st\u003c/sup> century school system. \"It will happen first in developing countries. They'll leapfrog the current systems, and we need to be watching them and learning from them,\" he said.\u003c/p>\n\u003cp>\u003ca href=\"http://www.goknow.com/AboutUs/People.php\">Elliot Soloway\u003c/a>, founder of GoKnow, went so far as to predict that every student will have a mobile device within four years. \"At some point, the schools are going to have to say, 'Ok, you can use it.'\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We can’t give up on schools. They might not change, but we can’t give up,\" Soloway said.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300836018,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":542},"headData":{"title":"Where Does Informal Learning Fit In? | KQED","description":"With so much rich information for learners available and accessible on the Internet -- everything from how to play the guitar to applications of the Pythagorean Theorem -- how can the formal education system leverage all this within schools? There are tremendous obstacles in the way. A shortage of high-quality K-12 STEM teachers, dwindling interest","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Where Does Informal Learning Fit In?","datePublished":"2011-03-10T20:24:53.000Z","dateModified":"2011-03-22T23:20:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"9126 http://blogs.kqed.org/mindshift/?p=9126","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/10/where-does-informal-learning-fit-in/","disqusTitle":"Where Does Informal Learning Fit In?","path":"/mindshift/9126/where-does-informal-learning-fit-in","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/horiavarlan/4273913228/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9146\" title=\"Scattered puzzle pieces next to solved fragment\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Horia-Varlan-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>With so much rich information for learners available and accessible on the Internet -- everything from \u003ca href=\"http://www.youtube.com/watch?v=Lcmb4RplClQ\">how to play the guitar\u003c/a> to \u003ca href=\"http://www.geom.uiuc.edu/~demo5337/Group3/applic.html\">applications of the Pythagorean Theorem\u003c/a> -- how can the formal education system leverage all this within schools?\u003c/p>\n\u003cp>There are tremendous obstacles in the way. A shortage of high-quality K-12 STEM teachers, dwindling interest on the part of learners, inequalities in tech-enhanced opportunities, a fragmented research-and-development community, and outmoded high school and college facilities are just a few of the obstacles, according to \u003ca href=\"http://scil.stanford.edu/about/staff/bios/pea.html\">Roy Pea,\u003c/a> co-director of the Stanford Center for Innovations in Learning at the\u003ca href=\"http://live.cyberlearningstem.org/\"> the Cyberlearning Tools for STEM Education \u003c/a>conference to figure out strategies.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are many people in our society who simply don’t like the 21\u003csup>st\u003c/sup> century,\" said Chris Dede.\u003c/aside>\n\u003cp>But the huge cultural shift brought about by the Internet and Web 2.0 ethos -- participatory culture, wikis, blogs, podcasts, virtual worlds, and new values around harnessing collective information -- is helping ameliorate the challenges, and can be a crucial bridge.\u003c/p>\n\u003cp>\"Every minute, 35 hours of video are uploaded to YouTube,\" Pea said. \"There are 700 billion videos up, and many of them are about learning.\"\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 all part of the engagement question. How do you engage learners best? It shouldn't just be about bright lights and activity; it should have a clear learning purpose, said Daniel Edelson. \"We need to stay focused on the purpose of those activities,\" he said.\u003c/p>\n\u003cp>Which begs the question: How do you measure engagement? How does this kind of informal, out-in-the-world learning connect to formal learning in schools?\u003c/p>\n\u003cp>\"We don’t know what we need to about this,\" Pea said. \"Over 90 percent of research is done in formal environments. This area is unexplored.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We can’t give up on schools. They might not change, but we can’t give up,\" Soloway said.\u003c/aside>\n\u003cp>We’re comfortable with structured and guided learning environments with designed artifacts, like after-school clubs, organized sports, field trips to museums. But we don't know anything about learning outside these confines, and the social ramifications of those learning experiences, he said.\u003c/p>\n\u003cp>\"There are many people in our society who simply don’t like the 21\u003csup>st\u003c/sup> century,\" added \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a>, professor in learning technologies at\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\tHarvard University. \"The only place they can pretend the 21\u003csup>st\u003c/sup> century hasn’t happened is in the school system.\"\u003c/p>\n\u003cp>We have along history of making ingenious things that aren’t used because we haven’t been able to convince the community -- and many educators -- about new models of teaching and learning, he said.\u003c/p>\n\u003cp>There are evolutionary, transformative, and disruptive ways to get to 21\u003csup>st\u003c/sup> century school system. \"It will happen first in developing countries. They'll leapfrog the current systems, and we need to be watching them and learning from them,\" he said.\u003c/p>\n\u003cp>\u003ca href=\"http://www.goknow.com/AboutUs/People.php\">Elliot Soloway\u003c/a>, founder of GoKnow, went so far as to predict that every student will have a mobile device within four years. \"At some point, the schools are going to have to say, 'Ok, you can use it.'\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We can’t give up on schools. They might not change, but we can’t give up,\" Soloway said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/9126/where-does-informal-learning-fit-in","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_366","mindshift_365","mindshift_65"],"featImg":"mindshift_9146","label":"mindshift"},"mindshift_9104":{"type":"posts","id":"mindshift_9104","meta":{"index":"posts_1591205157","site":"mindshift","id":"9104","score":null,"sort":[1299711482000]},"guestAuthors":[],"slug":"tech-and-learning-at-odds-in-school-in-sync-everywhere-else","title":"Tech and Learning: At Odds in School, in Sync Everywhere Else","publishDate":1299711482,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-medium wp-image-9114\" title=\"Screen shot 2011-03-09 at 2.53.37 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-09-at-2.53.37-PM-300x288.png\" alt=\"\" width=\"300\" height=\"288\">\u003c/p>\n\u003cp>The culture of current public school model can't be more different than the culture of technology, says Allan Collins, co-author of \u003cem>\u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>In most public schools, every student learns the same things at the same time. The teacher is the content expert and controls what students learn. Testing is standardized and students learn by absorbing information about a variety of subjects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The elites in our society are buying educational advantages. We need to address these equity issues.\"\u003c/aside>\n\u003cp>Compare this to the culture of technology and Web 2.0. Students learn what they want, when they want. They have total control of their learning paths. They become experts in subjects they're interested in by using a world of resources to help them learn. And rather than learning by absorbing information, they learn by doing.\u003c/p>\n\u003cp>\"There are big incompatibilities between the culture of school and the culture of technology,\" Collins said at the Cyberlearning for STEM Education\u003ca href=\"http://live.cyberlearningstem.org/\"> conference today\u003c/a>. \"School will become less important as a venue for education. They’ll be with us, but when it comes to learning, a lot of people are learning what’s important to them outside school.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Collins talked about some of the pitfalls he predicts will come about as a result of this chasm between in-school learning and informal, tech-driven learning.\u003c/p>\n\u003cp>\"There will be real losses in equity,\" he said. \"Access rates to smartphones with minorities is high, but the elites in our society are buying educational advantages like tutoring and all the technology they need. We need to address these equity issues.\"\u003c/p>\n\u003cp>The gains, however, won't be insignificant: more engagement in learners, total customization of what they learn, and more responsibility will completely change the current paradigm in education.\u003c/p>\n\u003cp>Consider all the innovations that have come about as a result of YouTube, Google, the World of Warcraft, and mobile phones -- just in the past few years. Have they had any impact on formal education, asked Richard Halverson, who co-authored \u003cem>Rethinking Education in the Age of Technology\u003c/em>.\u003c/p>\n\u003cp>\"No. They’re all banned from schools,\" he said. \"This transformative power of technology has been used for consumer technologies. Schools didn’t stop evolving with technology, they went into a different direction. No Child Left Behind completely derailed the infrastructure in public schools.\"\u003c/p>\n\u003cp>Though technology transformed the administrative end of education infrastructure, it hasn't really made any impact in school-based learning.\u003c/p>\n\u003cp>\"How malleable is the infrastructure that schools have developed to inform student learning?\" Halverson asked. \"Can we move from state standardized assessment to a formative process assessment? Is it flexible enough to support how we want to measure and support student learning?\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The transformative power of technology has been used for consumer technologies.\"\u003c/aside>\n\u003cp>Compare social network sites like\u003ca href=\"http://www.fanfiction.net/\"> Fan Fiction\u003c/a>, where people upload original stories and ask for reader comments and reviews. On the site, there are about 506,000 stories about Harry Potter right now. One particular story, Halverson said, received 624 reviews.\u003c/p>\n\u003cp>\"Who's the audience for a student's homework?\" Halverson asked. \"Just the teacher. And we all know how hard it is to get students to comment on each others' homework.\"\u003c/p>\n\u003cp>Halverson imagined a scenario where kids used virtual tools that constructed peer communities that accounted for all variations of high school performance. \"We need to think about how kids are organizing virtual experiences in which they do their work,\" he said.\u003c/p>\n\u003cp>We need to bring together the expertise of the game design world, which perfectly exemplifies the best practices of learning, with the expertise of assessment experts, he said.\u003c/p>\n\u003cp>\"I think the question is will [these new technologies] penetrate the parts of school that are least able to change?\" he asked.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I interviewed both Collins and Halverson about their thoughts, and will post those videos in the next week or so. Lots of food for thought.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300835705,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":655},"headData":{"title":"Tech and Learning: At Odds in School, in Sync Everywhere Else | KQED","description":"The culture of current public school model can't be more different than the culture of technology, says Allan Collins, co-author of Rethinking Education in the Age of Technology. In most public schools, every student learns the same things at the same time. The teacher is the content expert and controls what students learn. Testing is","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tech and Learning: At Odds in School, in Sync Everywhere Else","datePublished":"2011-03-09T22:58:02.000Z","dateModified":"2011-03-22T23:15:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"9104 http://blogs.kqed.org/mindshift/?p=9104","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/09/tech-and-learning-at-odds-in-school-in-sync-everywhere-else/","disqusTitle":"Tech and Learning: At Odds in School, in Sync Everywhere Else","path":"/mindshift/9104/tech-and-learning-at-odds-in-school-in-sync-everywhere-else","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-9114\" title=\"Screen shot 2011-03-09 at 2.53.37 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-09-at-2.53.37-PM-300x288.png\" alt=\"\" width=\"300\" height=\"288\">\u003c/p>\n\u003cp>The culture of current public school model can't be more different than the culture of technology, says Allan Collins, co-author of \u003cem>\u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>In most public schools, every student learns the same things at the same time. The teacher is the content expert and controls what students learn. Testing is standardized and students learn by absorbing information about a variety of subjects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The elites in our society are buying educational advantages. We need to address these equity issues.\"\u003c/aside>\n\u003cp>Compare this to the culture of technology and Web 2.0. Students learn what they want, when they want. They have total control of their learning paths. They become experts in subjects they're interested in by using a world of resources to help them learn. And rather than learning by absorbing information, they learn by doing.\u003c/p>\n\u003cp>\"There are big incompatibilities between the culture of school and the culture of technology,\" Collins said at the Cyberlearning for STEM Education\u003ca href=\"http://live.cyberlearningstem.org/\"> conference today\u003c/a>. \"School will become less important as a venue for education. They’ll be with us, but when it comes to learning, a lot of people are learning what’s important to them outside school.\"\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>Collins talked about some of the pitfalls he predicts will come about as a result of this chasm between in-school learning and informal, tech-driven learning.\u003c/p>\n\u003cp>\"There will be real losses in equity,\" he said. \"Access rates to smartphones with minorities is high, but the elites in our society are buying educational advantages like tutoring and all the technology they need. We need to address these equity issues.\"\u003c/p>\n\u003cp>The gains, however, won't be insignificant: more engagement in learners, total customization of what they learn, and more responsibility will completely change the current paradigm in education.\u003c/p>\n\u003cp>Consider all the innovations that have come about as a result of YouTube, Google, the World of Warcraft, and mobile phones -- just in the past few years. Have they had any impact on formal education, asked Richard Halverson, who co-authored \u003cem>Rethinking Education in the Age of Technology\u003c/em>.\u003c/p>\n\u003cp>\"No. They’re all banned from schools,\" he said. \"This transformative power of technology has been used for consumer technologies. Schools didn’t stop evolving with technology, they went into a different direction. No Child Left Behind completely derailed the infrastructure in public schools.\"\u003c/p>\n\u003cp>Though technology transformed the administrative end of education infrastructure, it hasn't really made any impact in school-based learning.\u003c/p>\n\u003cp>\"How malleable is the infrastructure that schools have developed to inform student learning?\" Halverson asked. \"Can we move from state standardized assessment to a formative process assessment? Is it flexible enough to support how we want to measure and support student learning?\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The transformative power of technology has been used for consumer technologies.\"\u003c/aside>\n\u003cp>Compare social network sites like\u003ca href=\"http://www.fanfiction.net/\"> Fan Fiction\u003c/a>, where people upload original stories and ask for reader comments and reviews. On the site, there are about 506,000 stories about Harry Potter right now. One particular story, Halverson said, received 624 reviews.\u003c/p>\n\u003cp>\"Who's the audience for a student's homework?\" Halverson asked. \"Just the teacher. And we all know how hard it is to get students to comment on each others' homework.\"\u003c/p>\n\u003cp>Halverson imagined a scenario where kids used virtual tools that constructed peer communities that accounted for all variations of high school performance. \"We need to think about how kids are organizing virtual experiences in which they do their work,\" he said.\u003c/p>\n\u003cp>We need to bring together the expertise of the game design world, which perfectly exemplifies the best practices of learning, with the expertise of assessment experts, he said.\u003c/p>\n\u003cp>\"I think the question is will [these new technologies] penetrate the parts of school that are least able to change?\" he asked.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I interviewed both Collins and Halverson about their thoughts, and will post those videos in the next week or so. Lots of food for thought.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/9104/tech-and-learning-at-odds-in-school-in-sync-everywhere-else","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_366","mindshift_65"],"featImg":"mindshift_9114","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/2024/04/Possible-Podcast-Tile-360x360-1.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. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"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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