New York City Schools' Blended Learning Experiment
How Learning Environments Are Changing
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FM","link":"/"}},"mindshift_8281":{"type":"posts","id":"mindshift_8281","meta":{"index":"posts_1591205157","site":"mindshift","id":"8281","score":null,"sort":[1300467658000]},"guestAuthors":[],"slug":"new-york-city-schools-blended-learning-experiment","title":"New York City Schools' Blended Learning Experiment","publishDate":1300467658,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/31324062@N08/5110325875/\">\u003cimg class=\"size-medium wp-image-9404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/5110325875_19577a6c3b_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>Online learning is on the rise, particularly in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\" target=\"_blank\">blended learning environments\u003c/a>, as educators find ways to leverage the specific advantages of both virtual and traditional classrooms.\u003c/p>\n\u003cp>New York City Department of Education's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/default.htm\" target=\"_blank\">iZone\u003c/a> is taking the lead with \u003ca href=\"http://www.ilearnnyc.net/\" target=\"_blank\">iLearnNYC\u003c/a>, a virtual learning pilot program that allows participating students to take Advanced Placement (AP) classes and recover missed credits online (using certified, NYC public school teachers certified in their subject areas), as well as experiment with \u003ca href=\"http://www.ilearnnyc.net/community/innovation/iLearnNYC/news/TeachersPrepare.htm\" target=\"_blank\">digital technologies\u003c/a> in a mix of face-to-face and online platforms.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ilearnnyc.net/community/innovation/iLearnNYC/about/default.htm\" target=\"_blank\">Forty-two of the city's public schools\u003c/a> are currently trying it out, and that number will jump to 125 for the 2011-2012 academic year.\u003c/p>\n\u003cp>I spoke with Arthur VanderVeen, CEO of the iZone, who sees iLearnNYC as a key component of the iZone's effort to \"redesign schools around the needs, motivation, and strengths of individual students.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, he stresses, this is a program that the New York City Department of Education is \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/ResearchEvaluation/default.htm\" target=\"_blank\">tracking vigorously\u003c/a>. While online learning sounds convenient and exciting, it's important that schools and districts interested in launching similar pilots do it with care.\u003c/p>\n\u003cp>“Online and blended learning are growing at a tremendous pace, and have a high potential for accelerating student learning through personalization,\" explains VanderVeen. \"They combine the ability to allow students to move at their own pace while bringing them together around engaging projects. But it's a district's responsibility to ensure that it's being implemented in a thoughtful, planned way.”\u003c/p>\n\u003cp>Other points he made about iLearnNYC:\u003c/p>\n\u003cp>\u003cstrong>It increases student access to advanced courses.\u003c/strong> \"In many cases, schools don't have the staff or resources to offer many AP courses or electives, like foreign languages. This is a way for us to meet student needs more flexibly. Several schools are now sharing AP teachers, for instance. When one school has a resource and another school doesn’t, we can equalize access to quality. \u003ca href=\"http://schools.nyc.gov/SchoolPortals/12/X271/default.htm\" target=\"_blank\">East Bronx Academy\u003c/a> has a very strong AP English teacher who's teaching about 12 students face-to-face using\u003cstrong> \u003c/strong>an online course blended model. The \u003ca href=\"http://nycischool.org/\" target=\"_blank\">iSchool\u003c/a>, in Manhattan, has 8 students who are synchronously meeting via Skype with the Bronx school twice a week.\"\u003c/p>\n\u003cp>\u003cstrong>It creates alternatives for students to recover credits from failed courses.\u003c/strong>\u003cem> \u003c/em> \"The benefit of online credit recovery is that allows you to be much more flexible and proactive with students who aren't successful in traditional models. During the school day, students are working on courses they've previously failed. They have regular access to that teacher for support for that course. We're looking at ways to have online instructors support students at more than one school, and, if a student is clearly failing a third of the way into the year, putting them into an online credit recovery course to focus on their areas of need before the year is over.\u003c/p>\n\u003cp>Some students perform better when there's less distraction. When we go out to schools and talk to these kids, we hear that in traditional classrooms, they're impacted by disruptions, distractions, and how they get along with a teacher. It's not always an environment for success. Now, they can focus, and they do -- at their own pace.\"\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Teacher training and school support is vital to the success of these kinds of programs.\u003c/strong> \"This is a significant shift in the instructional model. We have to invest in developing teachers' abilities to use these tools effectively. Participants in iLearnNYC go through an application process; schools have to articulate how will this will help them achieve their goals for students. [Once a school has been selected], managers are assigned to networks of schools to engage with the principal and leadership team of each school to align the program to strategic goals, the professional development needs of their teachers, and identifying the right students for each course.\u003c/p>\n\u003cp>\u003cstrong>These programs are replicable, but not a panacea.\u003c/strong>\u003cem> \u003c/em> \"[iLearnNYC] is definitely replicable, especially since the technology is getting more accessible and interoperable. A big piece we're pushing with all of our vendor partners is developing common standards for sharing content across platforms; I think that’s going to be a critical change in the industry. But districts can't assume this is a panacea in times of hard budgets. Online courses still require strong teachers with new media instructional skills.\u003c/p>\n\u003cp>Cost savings are not the first appeal here. In fact, they're not that real. The highest cost in education is your staff. If student-teacher ratios are the same, then costs are the same. But a school that might offer a class to a small number of students because they're committed to offering a range of courses can now aggregate students from across schools. There are also efficiencies to be gained around content, as digital resources become cheaper (as opposed to textbooks).\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>iLearnNYC will publish results of the pilot in order to support and advise programs like this in New York and elsewhere. \u003c/strong>\u003cem> \u003c/em>\"We are implementing this within a very strong evaluation framework. We are carefully tracking the students who are taking these courses, whether blended or online. We’ll be comparing their outcomes on state tests, AP tests, college-going rates, and qualitative measures, like student engagement, comfort with technology, and other impacts of the program on students, and will quickly adjust where we need to change our practice. To share more widely with the field, we'll be \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/ResearchEvaluation/default.htm\" target=\"_blank\">publishing our results regularly\u003c/a>. We're committed to doing this right and understanding whats working and what's not.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300423316,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":934},"headData":{"title":"New York City Schools' Blended Learning Experiment | KQED","description":"Online learning is on the rise, particularly in blended learning environments, as educators find ways to leverage the specific advantages of both virtual and traditional classrooms. New York City Department of Education's iZone is taking the lead with iLearnNYC, a virtual learning pilot program that allows participating students to take Advanced Placement (AP) classes and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"New York City Schools' Blended Learning Experiment","datePublished":"2011-03-18T17:00:58.000Z","dateModified":"2011-03-18T04:41:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"8281 http://blogs.kqed.org/mindshift/?p=8281","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/18/new-york-city-schools-blended-learning-experiment/","disqusTitle":"New York City Schools' Blended Learning Experiment","path":"/mindshift/8281/new-york-city-schools-blended-learning-experiment","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/31324062@N08/5110325875/\">\u003cimg class=\"size-medium wp-image-9404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/5110325875_19577a6c3b_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>Online learning is on the rise, particularly in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\" target=\"_blank\">blended learning environments\u003c/a>, as educators find ways to leverage the specific advantages of both virtual and traditional classrooms.\u003c/p>\n\u003cp>New York City Department of Education's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/default.htm\" target=\"_blank\">iZone\u003c/a> is taking the lead with \u003ca href=\"http://www.ilearnnyc.net/\" target=\"_blank\">iLearnNYC\u003c/a>, a virtual learning pilot program that allows participating students to take Advanced Placement (AP) classes and recover missed credits online (using certified, NYC public school teachers certified in their subject areas), as well as experiment with \u003ca href=\"http://www.ilearnnyc.net/community/innovation/iLearnNYC/news/TeachersPrepare.htm\" target=\"_blank\">digital technologies\u003c/a> in a mix of face-to-face and online platforms.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ilearnnyc.net/community/innovation/iLearnNYC/about/default.htm\" target=\"_blank\">Forty-two of the city's public schools\u003c/a> are currently trying it out, and that number will jump to 125 for the 2011-2012 academic year.\u003c/p>\n\u003cp>I spoke with Arthur VanderVeen, CEO of the iZone, who sees iLearnNYC as a key component of the iZone's effort to \"redesign schools around the needs, motivation, and strengths of individual students.\"\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>Still, he stresses, this is a program that the New York City Department of Education is \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/ResearchEvaluation/default.htm\" target=\"_blank\">tracking vigorously\u003c/a>. While online learning sounds convenient and exciting, it's important that schools and districts interested in launching similar pilots do it with care.\u003c/p>\n\u003cp>“Online and blended learning are growing at a tremendous pace, and have a high potential for accelerating student learning through personalization,\" explains VanderVeen. \"They combine the ability to allow students to move at their own pace while bringing them together around engaging projects. But it's a district's responsibility to ensure that it's being implemented in a thoughtful, planned way.”\u003c/p>\n\u003cp>Other points he made about iLearnNYC:\u003c/p>\n\u003cp>\u003cstrong>It increases student access to advanced courses.\u003c/strong> \"In many cases, schools don't have the staff or resources to offer many AP courses or electives, like foreign languages. This is a way for us to meet student needs more flexibly. Several schools are now sharing AP teachers, for instance. When one school has a resource and another school doesn’t, we can equalize access to quality. \u003ca href=\"http://schools.nyc.gov/SchoolPortals/12/X271/default.htm\" target=\"_blank\">East Bronx Academy\u003c/a> has a very strong AP English teacher who's teaching about 12 students face-to-face using\u003cstrong> \u003c/strong>an online course blended model. The \u003ca href=\"http://nycischool.org/\" target=\"_blank\">iSchool\u003c/a>, in Manhattan, has 8 students who are synchronously meeting via Skype with the Bronx school twice a week.\"\u003c/p>\n\u003cp>\u003cstrong>It creates alternatives for students to recover credits from failed courses.\u003c/strong>\u003cem> \u003c/em> \"The benefit of online credit recovery is that allows you to be much more flexible and proactive with students who aren't successful in traditional models. During the school day, students are working on courses they've previously failed. They have regular access to that teacher for support for that course. We're looking at ways to have online instructors support students at more than one school, and, if a student is clearly failing a third of the way into the year, putting them into an online credit recovery course to focus on their areas of need before the year is over.\u003c/p>\n\u003cp>Some students perform better when there's less distraction. When we go out to schools and talk to these kids, we hear that in traditional classrooms, they're impacted by disruptions, distractions, and how they get along with a teacher. It's not always an environment for success. Now, they can focus, and they do -- at their own pace.\"\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Teacher training and school support is vital to the success of these kinds of programs.\u003c/strong> \"This is a significant shift in the instructional model. We have to invest in developing teachers' abilities to use these tools effectively. Participants in iLearnNYC go through an application process; schools have to articulate how will this will help them achieve their goals for students. [Once a school has been selected], managers are assigned to networks of schools to engage with the principal and leadership team of each school to align the program to strategic goals, the professional development needs of their teachers, and identifying the right students for each course.\u003c/p>\n\u003cp>\u003cstrong>These programs are replicable, but not a panacea.\u003c/strong>\u003cem> \u003c/em> \"[iLearnNYC] is definitely replicable, especially since the technology is getting more accessible and interoperable. A big piece we're pushing with all of our vendor partners is developing common standards for sharing content across platforms; I think that’s going to be a critical change in the industry. But districts can't assume this is a panacea in times of hard budgets. Online courses still require strong teachers with new media instructional skills.\u003c/p>\n\u003cp>Cost savings are not the first appeal here. In fact, they're not that real. The highest cost in education is your staff. If student-teacher ratios are the same, then costs are the same. But a school that might offer a class to a small number of students because they're committed to offering a range of courses can now aggregate students from across schools. There are also efficiencies to be gained around content, as digital resources become cheaper (as opposed to textbooks).\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>iLearnNYC will publish results of the pilot in order to support and advise programs like this in New York and elsewhere. \u003c/strong>\u003cem> \u003c/em>\"We are implementing this within a very strong evaluation framework. We are carefully tracking the students who are taking these courses, whether blended or online. We’ll be comparing their outcomes on state tests, AP tests, college-going rates, and qualitative measures, like student engagement, comfort with technology, and other impacts of the program on students, and will quickly adjust where we need to change our practice. To share more widely with the field, we'll be \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/ResearchEvaluation/default.htm\" target=\"_blank\">publishing our results regularly\u003c/a>. We're committed to doing this right and understanding whats working and what's not.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/8281/new-york-city-schools-blended-learning-experiment","authors":["4351"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_316","mindshift_326","mindshift_383","mindshift_384","mindshift_122"],"featImg":"mindshift_9404","label":"mindshift"},"mindshift_8016":{"type":"posts","id":"mindshift_8016","meta":{"index":"posts_1591205157","site":"mindshift","id":"8016","score":null,"sort":[1297370481000]},"guestAuthors":[],"slug":"how-learning-environments-are-changing","title":"How Learning Environments Are Changing","publishDate":1297370481,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003caside class=\"pullquote alignright\">\n\u003ch4>In this post\u003c/h4>\n\u003ch5>\u003ca href=\"#3trends\">The 3 trends:\u003c/a>\u003c/h5>\n\u003cp>\u003ca href=\"#virtual\">Virtual\u003c/a>\u003cbr>\n\u003ca href=\"#themebased\">Theme-Based\u003c/a>\u003cbr>\n\u003ca href=\"#deconstructed\">Deconstructed\u003c/a>\u003c/p>\n\u003ch5>\u003ca href=\"#whatthesetrendsmean\">What these trends means\u003c/a>\u003c/h5>\n\u003c/aside>\n\u003cp>\u003cem>A school's perimeters are no longer the only place students learn. Kids are learning about the world from their homes, from the community, and anywhere it's available to them. Here's a look at trends in the future of learning environments.\u003c/em>\u003c/p>\n\u003ch3>The Three Key Trends\u003c/h3>\n\u003cp>\u003ca name=\"virtual\">\u003c/a>\u003c/p>\n\u003ch4>1. Virtual.\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Whether it's to cut costs or give students more options, virtual schools – and brick-and-mortar schools that offer online courses – are proliferating. Students are taking online courses in \u003ca href=\"http://www.inacol.org/research/bookstore/detail.php?id=21\" target=\"_blank\">82 percent of K-12 school districts\u003c/a> in the nation.\u003ca href=\"http://blogs.forbes.com/michaelhorn/2011/01/27/the-rise-of-k-12-blended-learning/\" target=\"_blank\"> \u003c/a>The number of K-12 students taking online courses \u003ca href=\"http://blogs.forbes.com/michaelhorn/2011/01/27/the-rise-of-k-12-blended-learning/\">jumped from 45,000 in 2000 to\u003c/a> over three million in 2009. By 2019, half of high school classes will be delivered online, according to the authors of \u003ca href=\"http://www.amazon.com/Disrupting-Class-Disruptive-Innovation-Change/dp/0071592067\" target=\"_blank\">\u003cem>Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-8167\" href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/striatic-2/\">\u003cimg class=\"size-medium wp-image-8167\" title=\"Striatic\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Striatic-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">New virtual schools \u003ca href=\"http://www.prnewswire.com/news-releases/louisiana-virtual-charter-academy-to-open-fall-2011-115499309.html\">are springing up\u003c/a>, as are traditional school districts \u003ca href=\"http://www2.timesdispatch.com/news/2011/feb/07/TDMET01-petersburg-schools-implement-virtual-class-ar-824827/\">offering online courses\u003c/a>. In Florida, \u003ca href=\"http://www.flvs.net/\" target=\"_blank\">a virtual school\u003c/a> now offers content to \u003ca href=\"http://www.nytimes.com/2011/01/18/education/18classrooms.html?_r=2\" target=\"_blank\">in-class e-learning labs\u003c/a> in Miami-Dade County Public Schools, where a \"facilitator\" instead of a teacher monitors student progress. Schools like the Florida Virtual School, \u003ca href=\"http://www.ncvps.org/\" target=\"_blank\">North Carolina Virtual Public School\u003c/a>, and \u003ca href=\"http://www.gavirtualschool.org/\" target=\"_blank\">Georgia Virtual School\u003c/a> don't issue diplomas, but serve to support traditional schools by offering course content to students across the state. But the number of full-time virtual schools offering diplomas is growing across the country, from \u003ca href=\"http://www.pacyber.org/\" target=\"_blank\">Pennsylvania Cyber Charter School, \u003c/a>to \u003ca href=\"http://www.monroevirtualmiddleschool.com/\" target=\"_blank\">Monroe Virtual Middle School\u003c/a> in Wisconsin, to \u003ca href=\"http://rusdtech.net/\" target=\"_blank\">Riverside Virtual School\u003c/a>, to \u003ca href=\"http://www.minnesotavirtualhighschool.com/index.html\" target=\"_blank\">Minnesota Virtual High School\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Cost cutting is a big motivating factor for traditional schools offering online programs. A \u003ca href=\"http://www.hollandsentinel.com/news/x566172336/Study-says-online-learning-saves-schools-money-and-helps-students\" target=\"_blank\">Michigan-based study\u003c/a> found that Ohio, Pennsylvania, and Florida spend 20 to 30 percent less per pupil on full-time student online enrollment as they do on traditional classroom enrollment, and \u003ca href=\"http://www.nytimes.com/2011/01/18/education/18classrooms.html?_r=1\" target=\"_blank\">administrators in Florida admitted\u003c/a> that a huge impetus for creating e-learning labs was to bypass a class-size reduction law.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Universities are also\u003ca href=\"http://www.braintrack.com/college-and-work-news/articles/online-education-surging-10111801\" target=\"_blank\"> leveraging online classes \u003c/a>for practical benefits -- as a way to compensate for over-filled classes and a way to save costs. The number of \u003ca href=\"http://www.onlineschools.org/\">online-only universities\u003c/a> hit \u003ca href=\"http://chronicle.com/blogs/wiredcampus/enrollment-in-online-courses-increases-at-the-highest-rate-ever/28204?sid=wc&utm_source=wc&utm_medium=en\">record highs in 2010\u003c/a>, accounting for \u003ca title=\"2010 Sloan Survey of Online Learning\" href=\"http://sloanconsortium.org/publications/survey/class_differences\" target=\"_blank\">nearly 30 percent of all college students\u003c/a> taking at least one course online.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Online classes offer a number of benefits: personalized, flexible learning approaches, access to courses that are over-capacity, and collaboration with other institutions, for starters. They're also essential for distance learning for students in rural areas, with special needs, or those being homeschooled.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But there are \u003ca href=\"http://www.edweek.org/dd/articles/2011/02/09/02elearning.h04.html\">drawbacks\u003c/a> too, according to some, who say virtual school students must be monitored at all times by their parents to keep them on task -- difficult for those who work full time. \u003ca href=\"http://www.edweek.org/ew/articles/2011/01/12/15edtech_socialization.h30.html?tkn=PULFJuc/xZcNmN6+MlMsWLdO+stl8g5GBVp8&cmp=clp-edweek\">Socialization in the virtual world \u003c/a>is also a big concern, which is why schools offer social-networking tools like Skype for videoconferencing, chat rooms, and virtual whiteboards. They also organize field trips, proms and community gatherings.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Online learning has the potential to be a disruptive force that will transform the factory-like, monolithic structure that has dominated America’s schools into a new model that is student-centric, highly personalized for each learner, and more productive, as it delivers dramatically better results at the same or lower cost,\" \u003ca href=\"http://blogs.forbes.com/michaelhorn/2011/01/27/the-rise-of-k-12-blended-learning/\" target=\"_blank\">says Michael Horn\u003c/a>, co-founder and executive director of the \u003ca href=\"http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/\" target=\"_blank\">Innosight Institute\u003c/a>, which just published a study called \"\u003ca href=\"http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/\">The Rise of K-12 Blended Learning\u003c/a>.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">[Sara Bernard contributed to this report.]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003ca name=\"themebased\">\u003c/a>\u003c/p>\n\u003ch4>2) Theme-Based.\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Innovative schools and programs based on subject and theme are proliferating as well. Their focus varies from \u003ca href=\"http://www.scienceleadership.org/\">science and technology\u003c/a> to \u003ca href=\"http://www.digitalyouthnetwork.org/1-about/pages/1-overview\">media and the arts\u003c/a>, but their goals are in line: to leverage students' passions and interests in specific subjects to nurture the love of learning.\u003c/p>\n\u003cp>\u003cimg class=\"size-medium wp-image-8170\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/10_11.15_newtech_0434-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Philadelphia's \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, developed in partnership with the science-based museum, the \u003ca href=\"http://www2.fi.edu/\">Franklin Institute\u003c/a>, offers a project-based curriculum focusing on science, technology, math, and entrepreneurship. But there's also plenty of time for basketball and yoga, drama and debate, and allows students behind-the-scenes access to the Institute's museum experiences.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Chicago, the \u003ca href=\"http://www.digitalyouthnetwork.org/1-about/pages/1-overview\">Digital Youth Network program \u003c/a>offers classes within schools, as well as in after-school \"pods,\" teaching kids how to create digital media. Last fall, the program was launched in \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/digital-youth-network-program-expands-to-underserved-areas-in-chicago/\">five low-income communities. \u003c/a>In addition to learning to record music, create podcasts and videos, and design logos, students are required to provide feedback to each others' work -- constructive critique is part of the curriculum.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In New York's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/default.htm\">iZone\u003c/a>, the state Department of Education has embarked on a series of individual programs sprouting up in different schools, such as the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One\u003c/a>, where students work one-on-one with teachers, on individual and group projects, and with virtual tutors -- all organized through an algorithm that sets the schedule for the day based on student answers. The Innovation Zone also includes the \u003ca href=\"http://www.nycischool.org/\">iSchool\u003c/a>, a project-based, tech-powered high school. And as mentioned earlier about\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\"> curriculum trends\u003c/a>, \u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19video-t.html?partner=rss&emc=rss\">Quest to Learn\u003c/a> in New York uses video-game creation to teach a wide range of subjects.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Using the community as a learning environment, the \u003ca href=\"http://newyouthcity.com/\">New Youth City Network \u003c/a>connects learners to rich sources of information, like the American Natural History Museum, the Cooper-Hewitt National Design Museum, and New York Hall of Science, among other organizations. Like an extended field trip, students spend time learning about the neighborhoods, the city's ecology, and practice skills like data visualization and collaboration.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003ca name=\"deconstructed\">\u003c/a>\u003c/p>\n\u003ch4>3) Deconstructed.\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Frustrated by the shortcomings of the public school system, parents and educators are finding ways to deconstruct the system, add and subtract pieces, and put it back together in ways they think works best.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp>\u003ca href=\"http://www.flickr.com/photos/pinksherbet/179279964/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-8171\" title=\"pinksherbert_hands\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/pinksherbert_hands-300x184.jpg\" alt=\"\" width=\"300\" height=\"184\">\u003c/a>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp style=\"padding-left: 30px;\">Spurred by ideas like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/work-or-fun-the-future-school-day-blurs-the-boundary/\">Dr. Sugata Mitra's Hole in the Wall\u003c/a> experiment, in which children in the slums of India were able to figure out how to operate and learn from an Internet-wired computer that was placed in a hole in the wall, proponents of this movement have different ideas about what works best.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Some, like \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/01/educating-innovatively-without-school.html\">educator Lisa Nielsen\u003c/a>, are advocates of doing away with a formal learning environment structure altogether. They believe that children are naturally driven by their own interests, and can find their path to knowledge through independent thinking and experience in the real world.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The movement has different names -- \"\u003ca href=\"http://www.unschooling.com/\">unschooling\u003c/a>,\" \"\u003ca href=\"http://www.preservenet.com/theory/Illich/Deschooling/intro.html\">deschooling\u003c/a>, or \"\u003ca href=\"http://www.kappanmagazine.org/content/92/3/41.abstract\">unbundling\u003c/a>,\" -- some might even say \"homeschooling\"-- and each camp has varying degrees of structure and focus. And though it might not necessarily qualify as \"new,\" access to online learning is making it a more viable option these days. The basic idea is that, \u003ca href=\"http://edge.ascd.org/_Thrive-and-Drive/blog/3288993/127586.html\">away from the pitfalls of constant testing and assessment\u003c/a>, there's a more organic alternative to learning that looks nothing like the public education system.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There are obvious questions. Where would children go every day? How can we measure what they learn? Who would be in charge? What if they don't go to college? The current education system is linear and dependent on children progressing from one step to another: K-12 to college, and so on. Can you get from an \"unschool\" to college without SAT scores and a GPA? And from a different vantage point, if these experiments prove successful for those who have the time and financial means to try them, what happens to low-income kids who have no other choice but to pass through the public school system?\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003ca name=\"whatthesetrendsmean\">\u003c/a>\u003c/p>\n\u003ch3>What these trends mean\u003c/h3>\n\u003caside class=\"pullquote alignright\">\n\u003ch4>Read the rest of this series:\u003c/h4>\n\u003ch5 style=\"background-color: #00c3c6;\">\u003ca style=\"color: white;\" href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">Curriculum\u003c/a>\u003c/h5>\n\u003ch5 style=\"background-color: #e76e06;\">\u003ca style=\"color: white;\" href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Teaching and Learning\u003c/a>\u003c/h5>\n\u003ch5 style=\"background-color: #f32d08;\">\u003ca style=\"color: white;\" href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\">Learning Environments\u003c/a>\u003c/h5>\n\u003c/aside>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Given the growing momentum of these trends, what does it mean for students, teachers, schools, and the education community at large?\u003c/p>\n\u003cul>\n\u003cli>A blurring between formal schools and flexible learning environments.\u003c/li>\n\u003cli>Students and learners are given more control over what and how they learn.\u003c/li>\n\u003cli>Given the access to almost everything they need to learn, parents and learners are finding more opportunities to learn outside of school.\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1302028596,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":1323},"headData":{"title":"How Learning Environments Are Changing | KQED","description":"In this post The 3 trends: Virtual Theme-Based Deconstructed What these trends means A school's perimeters are no longer the only place students learn. Kids are learning about the world from their homes, from the community, and anywhere it's available to them. Here's a look at trends in the future of learning environments. The Three","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Learning Environments Are Changing","datePublished":"2011-02-10T20:41:21.000Z","dateModified":"2011-04-05T18:36:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"8016 http://blogs.kqed.org/mindshift/?p=8016","disqusUrl":"https://ww2.kqed.org/mindshift/2011/02/10/how-learning-environments-are-changing/","disqusTitle":"How Learning Environments Are Changing","path":"/mindshift/8016/how-learning-environments-are-changing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003caside class=\"pullquote alignright\">\n\u003ch4>In this post\u003c/h4>\n\u003ch5>\u003ca href=\"#3trends\">The 3 trends:\u003c/a>\u003c/h5>\n\u003cp>\u003ca href=\"#virtual\">Virtual\u003c/a>\u003cbr>\n\u003ca href=\"#themebased\">Theme-Based\u003c/a>\u003cbr>\n\u003ca href=\"#deconstructed\">Deconstructed\u003c/a>\u003c/p>\n\u003ch5>\u003ca href=\"#whatthesetrendsmean\">What these trends means\u003c/a>\u003c/h5>\n\u003c/aside>\n\u003cp>\u003cem>A school's perimeters are no longer the only place students learn. Kids are learning about the world from their homes, from the community, and anywhere it's available to them. Here's a look at trends in the future of learning environments.\u003c/em>\u003c/p>\n\u003ch3>The Three Key Trends\u003c/h3>\n\u003cp>\u003ca name=\"virtual\">\u003c/a>\u003c/p>\n\u003ch4>1. Virtual.\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Whether it's to cut costs or give students more options, virtual schools – and brick-and-mortar schools that offer online courses – are proliferating. Students are taking online courses in \u003ca href=\"http://www.inacol.org/research/bookstore/detail.php?id=21\" target=\"_blank\">82 percent of K-12 school districts\u003c/a> in the nation.\u003ca href=\"http://blogs.forbes.com/michaelhorn/2011/01/27/the-rise-of-k-12-blended-learning/\" target=\"_blank\"> \u003c/a>The number of K-12 students taking online courses \u003ca href=\"http://blogs.forbes.com/michaelhorn/2011/01/27/the-rise-of-k-12-blended-learning/\">jumped from 45,000 in 2000 to\u003c/a> over three million in 2009. By 2019, half of high school classes will be delivered online, according to the authors of \u003ca href=\"http://www.amazon.com/Disrupting-Class-Disruptive-Innovation-Change/dp/0071592067\" target=\"_blank\">\u003cem>Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-8167\" href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/striatic-2/\">\u003cimg class=\"size-medium wp-image-8167\" title=\"Striatic\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Striatic-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">New virtual schools \u003ca href=\"http://www.prnewswire.com/news-releases/louisiana-virtual-charter-academy-to-open-fall-2011-115499309.html\">are springing up\u003c/a>, as are traditional school districts \u003ca href=\"http://www2.timesdispatch.com/news/2011/feb/07/TDMET01-petersburg-schools-implement-virtual-class-ar-824827/\">offering online courses\u003c/a>. In Florida, \u003ca href=\"http://www.flvs.net/\" target=\"_blank\">a virtual school\u003c/a> now offers content to \u003ca href=\"http://www.nytimes.com/2011/01/18/education/18classrooms.html?_r=2\" target=\"_blank\">in-class e-learning labs\u003c/a> in Miami-Dade County Public Schools, where a \"facilitator\" instead of a teacher monitors student progress. Schools like the Florida Virtual School, \u003ca href=\"http://www.ncvps.org/\" target=\"_blank\">North Carolina Virtual Public School\u003c/a>, and \u003ca href=\"http://www.gavirtualschool.org/\" target=\"_blank\">Georgia Virtual School\u003c/a> don't issue diplomas, but serve to support traditional schools by offering course content to students across the state. But the number of full-time virtual schools offering diplomas is growing across the country, from \u003ca href=\"http://www.pacyber.org/\" target=\"_blank\">Pennsylvania Cyber Charter School, \u003c/a>to \u003ca href=\"http://www.monroevirtualmiddleschool.com/\" target=\"_blank\">Monroe Virtual Middle School\u003c/a> in Wisconsin, to \u003ca href=\"http://rusdtech.net/\" target=\"_blank\">Riverside Virtual School\u003c/a>, to \u003ca href=\"http://www.minnesotavirtualhighschool.com/index.html\" target=\"_blank\">Minnesota Virtual High School\u003c/a>.\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;\">Cost cutting is a big motivating factor for traditional schools offering online programs. A \u003ca href=\"http://www.hollandsentinel.com/news/x566172336/Study-says-online-learning-saves-schools-money-and-helps-students\" target=\"_blank\">Michigan-based study\u003c/a> found that Ohio, Pennsylvania, and Florida spend 20 to 30 percent less per pupil on full-time student online enrollment as they do on traditional classroom enrollment, and \u003ca href=\"http://www.nytimes.com/2011/01/18/education/18classrooms.html?_r=1\" target=\"_blank\">administrators in Florida admitted\u003c/a> that a huge impetus for creating e-learning labs was to bypass a class-size reduction law.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Universities are also\u003ca href=\"http://www.braintrack.com/college-and-work-news/articles/online-education-surging-10111801\" target=\"_blank\"> leveraging online classes \u003c/a>for practical benefits -- as a way to compensate for over-filled classes and a way to save costs. The number of \u003ca href=\"http://www.onlineschools.org/\">online-only universities\u003c/a> hit \u003ca href=\"http://chronicle.com/blogs/wiredcampus/enrollment-in-online-courses-increases-at-the-highest-rate-ever/28204?sid=wc&utm_source=wc&utm_medium=en\">record highs in 2010\u003c/a>, accounting for \u003ca title=\"2010 Sloan Survey of Online Learning\" href=\"http://sloanconsortium.org/publications/survey/class_differences\" target=\"_blank\">nearly 30 percent of all college students\u003c/a> taking at least one course online.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Online classes offer a number of benefits: personalized, flexible learning approaches, access to courses that are over-capacity, and collaboration with other institutions, for starters. They're also essential for distance learning for students in rural areas, with special needs, or those being homeschooled.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But there are \u003ca href=\"http://www.edweek.org/dd/articles/2011/02/09/02elearning.h04.html\">drawbacks\u003c/a> too, according to some, who say virtual school students must be monitored at all times by their parents to keep them on task -- difficult for those who work full time. \u003ca href=\"http://www.edweek.org/ew/articles/2011/01/12/15edtech_socialization.h30.html?tkn=PULFJuc/xZcNmN6+MlMsWLdO+stl8g5GBVp8&cmp=clp-edweek\">Socialization in the virtual world \u003c/a>is also a big concern, which is why schools offer social-networking tools like Skype for videoconferencing, chat rooms, and virtual whiteboards. They also organize field trips, proms and community gatherings.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Online learning has the potential to be a disruptive force that will transform the factory-like, monolithic structure that has dominated America’s schools into a new model that is student-centric, highly personalized for each learner, and more productive, as it delivers dramatically better results at the same or lower cost,\" \u003ca href=\"http://blogs.forbes.com/michaelhorn/2011/01/27/the-rise-of-k-12-blended-learning/\" target=\"_blank\">says Michael Horn\u003c/a>, co-founder and executive director of the \u003ca href=\"http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/\" target=\"_blank\">Innosight Institute\u003c/a>, which just published a study called \"\u003ca href=\"http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/\">The Rise of K-12 Blended Learning\u003c/a>.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">[Sara Bernard contributed to this report.]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003ca name=\"themebased\">\u003c/a>\u003c/p>\n\u003ch4>2) Theme-Based.\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Innovative schools and programs based on subject and theme are proliferating as well. Their focus varies from \u003ca href=\"http://www.scienceleadership.org/\">science and technology\u003c/a> to \u003ca href=\"http://www.digitalyouthnetwork.org/1-about/pages/1-overview\">media and the arts\u003c/a>, but their goals are in line: to leverage students' passions and interests in specific subjects to nurture the love of learning.\u003c/p>\n\u003cp>\u003cimg class=\"size-medium wp-image-8170\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/10_11.15_newtech_0434-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Philadelphia's \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, developed in partnership with the science-based museum, the \u003ca href=\"http://www2.fi.edu/\">Franklin Institute\u003c/a>, offers a project-based curriculum focusing on science, technology, math, and entrepreneurship. But there's also plenty of time for basketball and yoga, drama and debate, and allows students behind-the-scenes access to the Institute's museum experiences.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Chicago, the \u003ca href=\"http://www.digitalyouthnetwork.org/1-about/pages/1-overview\">Digital Youth Network program \u003c/a>offers classes within schools, as well as in after-school \"pods,\" teaching kids how to create digital media. Last fall, the program was launched in \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/digital-youth-network-program-expands-to-underserved-areas-in-chicago/\">five low-income communities. \u003c/a>In addition to learning to record music, create podcasts and videos, and design logos, students are required to provide feedback to each others' work -- constructive critique is part of the curriculum.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In New York's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/default.htm\">iZone\u003c/a>, the state Department of Education has embarked on a series of individual programs sprouting up in different schools, such as the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One\u003c/a>, where students work one-on-one with teachers, on individual and group projects, and with virtual tutors -- all organized through an algorithm that sets the schedule for the day based on student answers. The Innovation Zone also includes the \u003ca href=\"http://www.nycischool.org/\">iSchool\u003c/a>, a project-based, tech-powered high school. And as mentioned earlier about\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\"> curriculum trends\u003c/a>, \u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19video-t.html?partner=rss&emc=rss\">Quest to Learn\u003c/a> in New York uses video-game creation to teach a wide range of subjects.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Using the community as a learning environment, the \u003ca href=\"http://newyouthcity.com/\">New Youth City Network \u003c/a>connects learners to rich sources of information, like the American Natural History Museum, the Cooper-Hewitt National Design Museum, and New York Hall of Science, among other organizations. Like an extended field trip, students spend time learning about the neighborhoods, the city's ecology, and practice skills like data visualization and collaboration.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003ca name=\"deconstructed\">\u003c/a>\u003c/p>\n\u003ch4>3) Deconstructed.\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Frustrated by the shortcomings of the public school system, parents and educators are finding ways to deconstruct the system, add and subtract pieces, and put it back together in ways they think works best.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp>\u003ca href=\"http://www.flickr.com/photos/pinksherbet/179279964/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-8171\" title=\"pinksherbert_hands\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/pinksherbert_hands-300x184.jpg\" alt=\"\" width=\"300\" height=\"184\">\u003c/a>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp style=\"padding-left: 30px;\">Spurred by ideas like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/work-or-fun-the-future-school-day-blurs-the-boundary/\">Dr. Sugata Mitra's Hole in the Wall\u003c/a> experiment, in which children in the slums of India were able to figure out how to operate and learn from an Internet-wired computer that was placed in a hole in the wall, proponents of this movement have different ideas about what works best.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Some, like \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/01/educating-innovatively-without-school.html\">educator Lisa Nielsen\u003c/a>, are advocates of doing away with a formal learning environment structure altogether. They believe that children are naturally driven by their own interests, and can find their path to knowledge through independent thinking and experience in the real world.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The movement has different names -- \"\u003ca href=\"http://www.unschooling.com/\">unschooling\u003c/a>,\" \"\u003ca href=\"http://www.preservenet.com/theory/Illich/Deschooling/intro.html\">deschooling\u003c/a>, or \"\u003ca href=\"http://www.kappanmagazine.org/content/92/3/41.abstract\">unbundling\u003c/a>,\" -- some might even say \"homeschooling\"-- and each camp has varying degrees of structure and focus. And though it might not necessarily qualify as \"new,\" access to online learning is making it a more viable option these days. The basic idea is that, \u003ca href=\"http://edge.ascd.org/_Thrive-and-Drive/blog/3288993/127586.html\">away from the pitfalls of constant testing and assessment\u003c/a>, there's a more organic alternative to learning that looks nothing like the public education system.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There are obvious questions. Where would children go every day? How can we measure what they learn? Who would be in charge? What if they don't go to college? The current education system is linear and dependent on children progressing from one step to another: K-12 to college, and so on. Can you get from an \"unschool\" to college without SAT scores and a GPA? And from a different vantage point, if these experiments prove successful for those who have the time and financial means to try them, what happens to low-income kids who have no other choice but to pass through the public school system?\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003ca name=\"whatthesetrendsmean\">\u003c/a>\u003c/p>\n\u003ch3>What these trends mean\u003c/h3>\n\u003caside class=\"pullquote alignright\">\n\u003ch4>Read the rest of this series:\u003c/h4>\n\u003ch5 style=\"background-color: #00c3c6;\">\u003ca style=\"color: white;\" href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">Curriculum\u003c/a>\u003c/h5>\n\u003ch5 style=\"background-color: #e76e06;\">\u003ca style=\"color: white;\" href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Teaching and Learning\u003c/a>\u003c/h5>\n\u003ch5 style=\"background-color: #f32d08;\">\u003ca style=\"color: white;\" href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\">Learning Environments\u003c/a>\u003c/h5>\n\u003c/aside>\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;\">Given the growing momentum of these trends, what does it mean for students, teachers, schools, and the education community at large?\u003c/p>\n\u003cul>\n\u003cli>A blurring between formal schools and flexible learning environments.\u003c/li>\n\u003cli>Students and learners are given more control over what and how they learn.\u003c/li>\n\u003cli>Given the access to almost everything they need to learn, parents and learners are finding more opportunities to learn outside of school.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/8016/how-learning-environments-are-changing","authors":["180"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_316","mindshift_309","mindshift_122","mindshift_321","mindshift_78"],"featImg":"mindshift_8170","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. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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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. 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