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FM","link":"/"}},"mindshift_41719":{"type":"posts","id":"mindshift_41719","meta":{"index":"posts_1591205157","site":"mindshift","id":"41719","score":null,"sort":[1442488153000]},"guestAuthors":[],"slug":"how-to-incubate-creativity-in-school-through-making-and-discovery","title":"How to Incubate Creativity in School Through Making and Discovery","publishDate":1442488153,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Sixth-grade students at Lighthouse Community Charter in Oakland, California, eagerly pull laptops off a cart and settle down with a partner to experiment with \u003ca href=\"http://turtleart.org/\" target=\"_blank\">Turtle Art\u003c/a>, a program meant to \u003ca href=\"https://drive.google.com/file/d/0BxEFcim8OtLXWnVRNUx2TmRUbWM/view\" target=\"_blank\">introduce them to the basics of programming and some math concepts\u003c/a>.\u003c/p>\n\u003cp>Math teacher Laura Kretschmar gave students a rubric with specific goals around collaboration, communication and instructions to use various functions in the program, but not a lot else. She’s intentionally giving them a lot of freedom to play with the program, create cool designs and figure out what the functions do.\u003c/p>\n\u003cp>“I think “y” means, like, going up,” says Juritzy Maldonado. “So to pull it up, I’m going to try to change the number.” She punches in 200 for “y” and watches the image she’s creating shift upward. Another group discovers that if they hit “repeat” multiple times, they can create a parachute-like design that they’ve figured out how to color in various ways. That wasn’t their original plan, but they’re running with it now.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our goal is not to create more scientists and engineers; it’s to leave doors open for kids.'\u003c/aside>\n\u003cp>“Pretty much everything we were doing is trying one-by-one and seeing what we got, and then we put them all together,” said Guadalupe Pena. She and her partner realize they haven’t used a crucial function to set \"xy\" but they’re not worried. “We still don’t know how to use [it] very well,” Guadalupe admits. “Since we’ve already got everything written down, we can take the risk to make it to see what it does to our parachute.”\u003c/p>\n\u003cp>This blind exploration using Turtle Art is part of a two-week deep dive Kretschmar is doing on the coordinate grid. She says it can be a tricky concept for a lot of kids, and it's more fun for them to uncover the intricacies using Turtle Art. Having the context of their experience with the program makes the math concepts more relevant when the time comes to teach them. She also likes that while kids are exploring they’re working together, helping each other and building a visual reference point.\u003c/p>\n\u003cfigure id=\"attachment_41722\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-41722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/turtle-art-800x450.jpg\" alt=\"Turtle Art demo\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Turtle Art demo \u003ccite>(Turtle Art)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Turtle Art project, and the concept of “doing” or “making” before any explicit instruction has been given, is part of the school’s attempt to shake up its teaching. \u003ca href=\"https://lighthousecharter.org/\" target=\"_blank\">Lighthouse Community Charter\u003c/a> has to cover the same standard curriculum as district schools, so teachers have to choose carefully the times when they’ll spend a little more time and creativity on a difficult subject.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Student should stumble around a little bit noticing patterns and eventually walk away with some basics, says Aaron Vanderwerff. He’s the \u003ca href=\"http://lighthousecreativitylab.org/\" target=\"_blank\">Creativity Lab\u003c/a> and Science director at Lighthouse. He’s been coaching teachers on how to incorporate “making” into their curriculum when it’s appropriate. He says about 70 percent of the staff ask for help from the Creativity Lab each year.\u003c/p>\n\u003cp>“Core teachers are interested in trying to integrate this,” Vanderwerff said. “The concept of the coaching is that if we help someone with one or two projects, they may do \u003ca href=\"http://lighthousecreativitylab.org/projects-2/your-projects/\" target=\"_blank\">more on their own\u003c/a>.”\u003c/p>\n\u003cp>He runs workshops for teachers designed to give them the experience of learning through making and inquiry, so they understand how the framework can help their students. And it's working. The high school physics teacher had students build a mousetrap car to learn about forces. Fourth-graders studying westward expansion built their own version of the Transcontinental Railroad, including engineering a way to get their trains over the mountains.\u003c/p>\n\u003cp>The school has built a makerspace that high school students use for robotics, a scientific inquiry class and even some art classes. Six years ago, Vanderwerff was the robotics class teacher. His success with a more hands-on, student-driven curriculum inspired the school to expand that work into the Creativity Lab and to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">incorporate “making”\u003c/a> into all K-12 classes.\u003c/p>\n\u003cfigure id=\"attachment_41723\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41723\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/noise-levels.jpg\" alt=\"A noise-o-meter lets kids know what activity is going on in the Creativity Lab.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A noise-o-meter lets kids know what activity is going on in the Creativity Lab. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re seeing that making really helps kids with that STEM (science, technology, engineering and math) piece of things if that’s something they’re excited about,” Vanderwerff said. While Lighthouse has only just recently graduated its first class of seniors, Vanderwerff and his colleagues were concerned as they watched other Oakland high school students attend college, encounter difficult STEM courses and give up.\u003c/p>\n\u003cp>In Lighthouse robotics and making classes, students work on the same project for six months. They naturally encounter obstacles, develop solutions and keep working. The class also gives students some hands-on experience with concepts they’d otherwise only learn about more traditionally. Suddenly, physics has a point, geometry comes alive and computer programming doesn’t seem so boring.\u003c/p>\n\u003cp>“Our goal is not to create more scientists and engineers,” Vanderwerff said. “It’s to leave doors open for kids.” He’s painfully aware that not many schools in the East Oakland neighborhood that Lighthouse Charter serves have makerspaces. The Creativity Lab and infusion of making into the curriculum schoolwide is a larger attempt to even the playing field and provide kids in this low-income urban neighborhood access to creative spaces.\u003c/p>\n\u003cp>“My students in their communities are not exposed to designers and engineers as much,” Vanderwerff said. His students have told him that his robotics class changed their plans for the future, not because he told them they should be an engineer or a computer programmer, but because they experienced the power of designing and making something.\u003c/p>\n\u003cfigure id=\"attachment_41725\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/making-tools.jpg\" alt=\"Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I would much rather push for this kind of curriculum in schools serving low-income communities than in other schools because I think it will help students to gain their own voice, and a lot of the kind of character-building aspects that are intrinsic in this, but also to be exposed to new possibilities for the future,” Vanderwerff said.\u003c/p>\n\u003cp>He’s disappointed that the maker movement isn’t more diverse, but says when he takes his mostly African-American and Latino kids to \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a> each year, they hardly notice. They are on fire with the ideas on display and proud of their accomplishments.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Vanderwerff is working with educators from around the country to promote making and design thinking in the classroom. He runs workshops open to public and private school teachers alike, hoping to spread some of these ideas beyond the likely suspects. The Creativity Lab has lots of \u003ca href=\"http://lighthousecreativitylab.org/projects-2/projects/\" target=\"_blank\">project guides\u003c/a> on its website, along with examples of student work.\u003c/p>\n\n","blocks":[],"excerpt":"The makerspace in one inner-city school is helping infuse hands-on learning into all core classes.","status":"publish","parent":0,"modified":1442489833,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1187},"headData":{"title":"How to Incubate Creativity in School Through Making and Discovery | KQED","description":"The makerspace in one inner-city school is helping infuse hands-on learning into all core classes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Incubate Creativity in School Through Making and Discovery","datePublished":"2015-09-17T11:09:13.000Z","dateModified":"2015-09-17T11:37:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41719 http://ww2.kqed.org/mindshift/?p=41719","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/17/how-to-incubate-creativity-in-school-through-making-and-discovery/","disqusTitle":"How to Incubate Creativity in School Through Making and Discovery","path":"/mindshift/41719/how-to-incubate-creativity-in-school-through-making-and-discovery","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sixth-grade students at Lighthouse Community Charter in Oakland, California, eagerly pull laptops off a cart and settle down with a partner to experiment with \u003ca href=\"http://turtleart.org/\" target=\"_blank\">Turtle Art\u003c/a>, a program meant to \u003ca href=\"https://drive.google.com/file/d/0BxEFcim8OtLXWnVRNUx2TmRUbWM/view\" target=\"_blank\">introduce them to the basics of programming and some math concepts\u003c/a>.\u003c/p>\n\u003cp>Math teacher Laura Kretschmar gave students a rubric with specific goals around collaboration, communication and instructions to use various functions in the program, but not a lot else. She’s intentionally giving them a lot of freedom to play with the program, create cool designs and figure out what the functions do.\u003c/p>\n\u003cp>“I think “y” means, like, going up,” says Juritzy Maldonado. “So to pull it up, I’m going to try to change the number.” She punches in 200 for “y” and watches the image she’s creating shift upward. Another group discovers that if they hit “repeat” multiple times, they can create a parachute-like design that they’ve figured out how to color in various ways. That wasn’t their original plan, but they’re running with it now.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our goal is not to create more scientists and engineers; it’s to leave doors open for kids.'\u003c/aside>\n\u003cp>“Pretty much everything we were doing is trying one-by-one and seeing what we got, and then we put them all together,” said Guadalupe Pena. She and her partner realize they haven’t used a crucial function to set \"xy\" but they’re not worried. “We still don’t know how to use [it] very well,” Guadalupe admits. “Since we’ve already got everything written down, we can take the risk to make it to see what it does to our parachute.”\u003c/p>\n\u003cp>This blind exploration using Turtle Art is part of a two-week deep dive Kretschmar is doing on the coordinate grid. She says it can be a tricky concept for a lot of kids, and it's more fun for them to uncover the intricacies using Turtle Art. Having the context of their experience with the program makes the math concepts more relevant when the time comes to teach them. She also likes that while kids are exploring they’re working together, helping each other and building a visual reference point.\u003c/p>\n\u003cfigure id=\"attachment_41722\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-41722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/turtle-art-800x450.jpg\" alt=\"Turtle Art demo\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/turtle-art-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Turtle Art demo \u003ccite>(Turtle Art)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Turtle Art project, and the concept of “doing” or “making” before any explicit instruction has been given, is part of the school’s attempt to shake up its teaching. \u003ca href=\"https://lighthousecharter.org/\" target=\"_blank\">Lighthouse Community Charter\u003c/a> has to cover the same standard curriculum as district schools, so teachers have to choose carefully the times when they’ll spend a little more time and creativity on a difficult subject.\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>Student should stumble around a little bit noticing patterns and eventually walk away with some basics, says Aaron Vanderwerff. He’s the \u003ca href=\"http://lighthousecreativitylab.org/\" target=\"_blank\">Creativity Lab\u003c/a> and Science director at Lighthouse. He’s been coaching teachers on how to incorporate “making” into their curriculum when it’s appropriate. He says about 70 percent of the staff ask for help from the Creativity Lab each year.\u003c/p>\n\u003cp>“Core teachers are interested in trying to integrate this,” Vanderwerff said. “The concept of the coaching is that if we help someone with one or two projects, they may do \u003ca href=\"http://lighthousecreativitylab.org/projects-2/your-projects/\" target=\"_blank\">more on their own\u003c/a>.”\u003c/p>\n\u003cp>He runs workshops for teachers designed to give them the experience of learning through making and inquiry, so they understand how the framework can help their students. And it's working. The high school physics teacher had students build a mousetrap car to learn about forces. Fourth-graders studying westward expansion built their own version of the Transcontinental Railroad, including engineering a way to get their trains over the mountains.\u003c/p>\n\u003cp>The school has built a makerspace that high school students use for robotics, a scientific inquiry class and even some art classes. Six years ago, Vanderwerff was the robotics class teacher. His success with a more hands-on, student-driven curriculum inspired the school to expand that work into the Creativity Lab and to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">incorporate “making”\u003c/a> into all K-12 classes.\u003c/p>\n\u003cfigure id=\"attachment_41723\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41723\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/noise-levels.jpg\" alt=\"A noise-o-meter lets kids know what activity is going on in the Creativity Lab.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/noise-levels-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A noise-o-meter lets kids know what activity is going on in the Creativity Lab. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re seeing that making really helps kids with that STEM (science, technology, engineering and math) piece of things if that’s something they’re excited about,” Vanderwerff said. While Lighthouse has only just recently graduated its first class of seniors, Vanderwerff and his colleagues were concerned as they watched other Oakland high school students attend college, encounter difficult STEM courses and give up.\u003c/p>\n\u003cp>In Lighthouse robotics and making classes, students work on the same project for six months. They naturally encounter obstacles, develop solutions and keep working. The class also gives students some hands-on experience with concepts they’d otherwise only learn about more traditionally. Suddenly, physics has a point, geometry comes alive and computer programming doesn’t seem so boring.\u003c/p>\n\u003cp>“Our goal is not to create more scientists and engineers,” Vanderwerff said. “It’s to leave doors open for kids.” He’s painfully aware that not many schools in the East Oakland neighborhood that Lighthouse Charter serves have makerspaces. The Creativity Lab and infusion of making into the curriculum schoolwide is a larger attempt to even the playing field and provide kids in this low-income urban neighborhood access to creative spaces.\u003c/p>\n\u003cp>“My students in their communities are not exposed to designers and engineers as much,” Vanderwerff said. His students have told him that his robotics class changed their plans for the future, not because he told them they should be an engineer or a computer programmer, but because they experienced the power of designing and making something.\u003c/p>\n\u003cfigure id=\"attachment_41725\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-41725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/making-tools.jpg\" alt=\"Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter.\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/making-tools-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Materials to create all sorts of projects are stored creatively in the Creativity Lab at Lighthouse Community Charter. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I would much rather push for this kind of curriculum in schools serving low-income communities than in other schools because I think it will help students to gain their own voice, and a lot of the kind of character-building aspects that are intrinsic in this, but also to be exposed to new possibilities for the future,” Vanderwerff said.\u003c/p>\n\u003cp>He’s disappointed that the maker movement isn’t more diverse, but says when he takes his mostly African-American and Latino kids to \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a> each year, they hardly notice. They are on fire with the ideas on display and proud of their accomplishments.\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>Vanderwerff is working with educators from around the country to promote making and design thinking in the classroom. He runs workshops open to public and private school teachers alike, hoping to spread some of these ideas beyond the likely suspects. The Creativity Lab has lots of \u003ca href=\"http://lighthousecreativitylab.org/projects-2/projects/\" target=\"_blank\">project guides\u003c/a> on its website, along with examples of student work.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41719/how-to-incubate-creativity-in-school-through-making-and-discovery","authors":["234"],"categories":["mindshift_20523","mindshift_193"],"tags":["mindshift_167","mindshift_20784","mindshift_1040","mindshift_20797","mindshift_797","mindshift_100","mindshift_980","mindshift_885"],"featImg":"mindshift_41822","label":"mindshift"},"mindshift_36543":{"type":"posts","id":"mindshift_36543","meta":{"index":"posts_1591205157","site":"mindshift","id":"36543","score":null,"sort":[1404313878000]},"guestAuthors":[],"slug":"can-the-maker-movement-infiltrate-mainstream-classrooms","title":"Can the Maker Movement Infiltrate Mainstream Classrooms?","publishDate":1404313878,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36580\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36580\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/8048898067_4412e5eb7c_z-e1403994857149.jpg\" alt=\"New York Hall of Science/Maker Faire\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/8048898067_4412e5eb7c_z-e1403994857149.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/8048898067_4412e5eb7c_z-e1403994857149-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/8048898067_4412e5eb7c_z-e1403994857149-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">New York Hall of Science/Maker Faire\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">At the \u003ca href=\"http://www.whitehouse.gov/blog/2014/06/18/president-obama-white-house-maker-faire-today-s-diy-tomorrow-s-made-america\" target=\"_blank\">White House Maker Faire \u003c/a>recently, where President Obama invited “makers” of all ages to display their creations, the President investigated a robotic giraffe, a red weather balloon and shot a marshmallow cannon made by a student. With so much fanfare and media attention on the event, some educators are hopeful that the idea of tinkering as a way of learning might finally have made it back to the mainstream. But will the same philosophy of discovery and hands-on learning make it into classrooms?\u003c/p>\n\u003cp>“Most of the people that I know who got into science and technology benefited from a set of informal experiences before they had much formal training,” said Dale Dougherty, editor of Make Magazine and founder of Maker Faire on \u003ca href=\"http://www.kqed.org/a/forum/R201406201000\" target=\"_blank\">KQED's Forum program\u003c/a>. “And I mean, like building rockets in the backyard, tinkering, playing with things. And that created the interest and motivation to pursue science.”\u003c/p>\n\u003cp>That spirit of play and discovery of knowledge is missing from much of formal education, Dougherty said. Students not only have no experience with making or the tools needed to build things, they're often at a tactile deficit. “Schools haven’t changed, but the students have,” Dougherty said. “They don’t come with these experiences.”\u003c/p>\n\u003cp>Dougherty often watches kids as they interact with hands-on experiments or materials at Maker Faire events. “It’s almost aggressively manipulating and touching things because they’re not used to it,” he said, which is unfortunate because that kind of work is in high demand in doing engineering or mechanical jobs.\u003c/p>\n\u003cp>[contextly_sidebar id=\"e75b7d98784f5ac31111ad057c30cd59\"]\u003c/p>\n\u003cp>“Even at the university level we’re choosing talent based on math scores, not on capabilities and demonstrated abilities,” Dougherty said. He thinks engineering programs could learn something from art schools when it comes to the application process. No art school accepts a student without examining a portfolio of work that demonstrates the student can do the work required required of them and has the potential to grow. Dougherty helped lobby MIT to begin accepting \u003ca href=\"http://makezine.com/2013/08/16/mit-welcomes-makers/\" target=\"_blank\">“maker portfolios”\u003c/a> along with other application materials to ensure the things kids make are considered alongside test scores, essays and recommendations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>STUDENTS WILL DRIVE THE MOVEMENT\u003c/strong>\u003c/p>\n\u003cp>Dougherty is hopeful that events like the White House Maker Faire will help catalyze a movement that accepts maker-style self-directed learning in schools. He sees a lot of interest in affluent communities, but a lot less involvement in low-income areas. Incorporating the maker movement into public schools would reach help reach all students, perhaps sparking a life long interest in kids that might not otherwise be exposed.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"I think kids are going to be the drivers of change in this.\"\u003c/aside>\n\u003cp>“The context of making is playful,” Dougherty said. “At the high school level that’s when it stops being fun.” It’s that playful spirit that gets kids engaged, not a set curriculum or even access to technology. Kids have to feel invested and passionate about something to care about it for the long term. “If we are really about STEM, how do we make it fun, how do we make it engaging, how do we keep it playful?” Dougherty asked.\u003c/p>\n\u003cp>Parents are even starting to recognize the motivating power that this movement has on kids. “I think kids are going to be the drivers of change in this,” Dougherty said. “They’re going to be the ones asking for this, and asking if their parents can support them in this.” Dougherty knows many young people ready to go to high school who don’t see their passions being supported there. A lot of high schools got rid of classes like shop and metal work that were the “maker spaces” of a previous era. Parents didn't see a use for those skills and they were gradually phased out.\u003c/p>\n\u003cp>“The key idea here that I've promoted is I want people to see themselves as producers, not just consumers,” Dougherty said. “I’d like to see it become a capability that we use in home life and at work and that we’re proud of it, where we see ourselves as having these powers to do stuff.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Dougherty hopes that if students raise their voices, parents demonstrate support and passionate teachers are willing to champion the cause at individual school sites, maker spaces could become a fixture of school. They don’t have to include the fanciest 3D printer, they just have to be spaces for exploration, hands-on learning and a playful attitude towards discovery.\u003c/p>\n\n","blocks":[],"excerpt":"Maker Faire has catalyzed a global interest in tinkering to understand. Is it only a matter of time before this approach to learning makes it into mainstream classrooms?","status":"publish","parent":0,"modified":1438209466,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":807},"headData":{"title":"Can the Maker Movement Infiltrate Mainstream Classrooms? | KQED","description":"Maker Faire has catalyzed a global interest in tinkering to understand. Is it only a matter of time before this approach to learning makes it into mainstream classrooms?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can the Maker Movement Infiltrate Mainstream Classrooms?","datePublished":"2014-07-02T15:11:18.000Z","dateModified":"2015-07-29T22:37:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36543 http://blogs.kqed.org/mindshift/?p=36543","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/02/can-the-maker-movement-infiltrate-mainstream-classrooms/","disqusTitle":"Can the Maker Movement Infiltrate Mainstream Classrooms?","path":"/mindshift/36543/can-the-maker-movement-infiltrate-mainstream-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36580\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36580\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/8048898067_4412e5eb7c_z-e1403994857149.jpg\" alt=\"New York Hall of Science/Maker Faire\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/8048898067_4412e5eb7c_z-e1403994857149.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/8048898067_4412e5eb7c_z-e1403994857149-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/8048898067_4412e5eb7c_z-e1403994857149-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">New York Hall of Science/Maker Faire\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">At the \u003ca href=\"http://www.whitehouse.gov/blog/2014/06/18/president-obama-white-house-maker-faire-today-s-diy-tomorrow-s-made-america\" target=\"_blank\">White House Maker Faire \u003c/a>recently, where President Obama invited “makers” of all ages to display their creations, the President investigated a robotic giraffe, a red weather balloon and shot a marshmallow cannon made by a student. With so much fanfare and media attention on the event, some educators are hopeful that the idea of tinkering as a way of learning might finally have made it back to the mainstream. But will the same philosophy of discovery and hands-on learning make it into classrooms?\u003c/p>\n\u003cp>“Most of the people that I know who got into science and technology benefited from a set of informal experiences before they had much formal training,” said Dale Dougherty, editor of Make Magazine and founder of Maker Faire on \u003ca href=\"http://www.kqed.org/a/forum/R201406201000\" target=\"_blank\">KQED's Forum program\u003c/a>. “And I mean, like building rockets in the backyard, tinkering, playing with things. And that created the interest and motivation to pursue science.”\u003c/p>\n\u003cp>That spirit of play and discovery of knowledge is missing from much of formal education, Dougherty said. Students not only have no experience with making or the tools needed to build things, they're often at a tactile deficit. “Schools haven’t changed, but the students have,” Dougherty said. “They don’t come with these experiences.”\u003c/p>\n\u003cp>Dougherty often watches kids as they interact with hands-on experiments or materials at Maker Faire events. “It’s almost aggressively manipulating and touching things because they’re not used to it,” he said, which is unfortunate because that kind of work is in high demand in doing engineering or mechanical jobs.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Even at the university level we’re choosing talent based on math scores, not on capabilities and demonstrated abilities,” Dougherty said. He thinks engineering programs could learn something from art schools when it comes to the application process. No art school accepts a student without examining a portfolio of work that demonstrates the student can do the work required required of them and has the potential to grow. Dougherty helped lobby MIT to begin accepting \u003ca href=\"http://makezine.com/2013/08/16/mit-welcomes-makers/\" target=\"_blank\">“maker portfolios”\u003c/a> along with other application materials to ensure the things kids make are considered alongside test scores, essays and recommendations.\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>STUDENTS WILL DRIVE THE MOVEMENT\u003c/strong>\u003c/p>\n\u003cp>Dougherty is hopeful that events like the White House Maker Faire will help catalyze a movement that accepts maker-style self-directed learning in schools. He sees a lot of interest in affluent communities, but a lot less involvement in low-income areas. Incorporating the maker movement into public schools would reach help reach all students, perhaps sparking a life long interest in kids that might not otherwise be exposed.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"I think kids are going to be the drivers of change in this.\"\u003c/aside>\n\u003cp>“The context of making is playful,” Dougherty said. “At the high school level that’s when it stops being fun.” It’s that playful spirit that gets kids engaged, not a set curriculum or even access to technology. Kids have to feel invested and passionate about something to care about it for the long term. “If we are really about STEM, how do we make it fun, how do we make it engaging, how do we keep it playful?” Dougherty asked.\u003c/p>\n\u003cp>Parents are even starting to recognize the motivating power that this movement has on kids. “I think kids are going to be the drivers of change in this,” Dougherty said. “They’re going to be the ones asking for this, and asking if their parents can support them in this.” Dougherty knows many young people ready to go to high school who don’t see their passions being supported there. A lot of high schools got rid of classes like shop and metal work that were the “maker spaces” of a previous era. Parents didn't see a use for those skills and they were gradually phased out.\u003c/p>\n\u003cp>“The key idea here that I've promoted is I want people to see themselves as producers, not just consumers,” Dougherty said. “I’d like to see it become a capability that we use in home life and at work and that we’re proud of it, where we see ourselves as having these powers to do stuff.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Dougherty hopes that if students raise their voices, parents demonstrate support and passionate teachers are willing to champion the cause at individual school sites, maker spaces could become a fixture of school. They don’t have to include the fanciest 3D printer, they just have to be spaces for exploration, hands-on learning and a playful attitude towards discovery.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36543/can-the-maker-movement-infiltrate-mainstream-classrooms","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_100","mindshift_975"],"label":"mindshift"},"mindshift_25261":{"type":"posts","id":"mindshift_25261","meta":{"index":"posts_1591205157","site":"mindshift","id":"25261","score":null,"sort":[1354550406000]},"guestAuthors":[],"slug":"the-maker-movement-goes-global","title":"The Maker Movement Goes Global","publishDate":1354550406,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1354563921,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":793},"headData":{"title":"The Maker Movement Goes Global | KQED","description":"Courtesy: Exploratorium In step with the popularity and growing momentum of Maker Faire, the "maker movement" is going global with the help of the Exploratorium museum's Global Studios. After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Maker Movement Goes Global","datePublished":"2012-12-03T16:00:06.000Z","dateModified":"2012-12-03T19:45:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"25261 http://blogs.kqed.org/mindshift/?p=25261","disqusUrl":"https://ww2.kqed.org/mindshift/2012/12/03/the-maker-movement-goes-global/","disqusTitle":"The Maker Movement Goes Global","path":"/mindshift/25261/the-maker-movement-goes-global","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\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>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/25261/the-maker-movement-goes-global","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_167","mindshift_976","mindshift_100","mindshift_980","mindshift_47","mindshift_975"],"featImg":"mindshift_25326","label":"mindshift"},"mindshift_21917":{"type":"posts","id":"mindshift_21917","meta":{"index":"posts_1591205157","site":"mindshift","id":"21917","score":null,"sort":[1339018577000]},"guestAuthors":[],"slug":"giving-kids-a-chance-to-make","title":"Giving Kids a Chance to Make","publishDate":1339018577,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>http://youtu.be/cQMKvQ-0B64\u003c/p>\n\u003cp>What does the do-it-yourself movement have anything to do with school? This episode of the \u003ca href=\"http://www.infinitethinking.org/\">Infinite Thinking Machine\u003c/a> features examples of how tinkering is starting to infiltrate the educational landscape, as with schools like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\">Brightworks\u003c/a> in San Francisco and in \u003ca href=\"http://makerspace.com/\">Maker Spaces\u003c/a> around the country, where anyone can design and build anything they imagine.\u003c/p>\n\u003cp>In this episode, ITM creators challenge teachers to create a cool infographic depicting how to spend the ultimate summer vacation. Deadline is June 8. Here's \u003ca href=\"https://docs.google.com/file/d/0B-UXYrzjo7sYNnFrMUlTcktqeDQ/edit?pli=1\">more information\u003c/a>.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1339018577,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":92},"headData":{"title":"Giving Kids a Chance to Make | KQED","description":"http://youtu.be/cQMKvQ-0B64 What does the do-it-yourself movement have anything to do with school? This episode of the Infinite Thinking Machine features examples of how tinkering is starting to infiltrate the educational landscape, as with schools like Brightworks in San Francisco and in Maker Spaces around the country, where anyone can design and build anything they imagine.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Giving Kids a Chance to Make","datePublished":"2012-06-06T21:36:17.000Z","dateModified":"2012-06-06T21:36:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21917 http://blogs.kqed.org/mindshift/?p=21917","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/06/giving-kids-a-chance-to-make/","disqusTitle":"Giving Kids a Chance to Make","path":"/mindshift/21917/giving-kids-a-chance-to-make","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\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/cQMKvQ-0B64'\n title='//www.youtube.com/embed/cQMKvQ-0B64'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>What does the do-it-yourself movement have anything to do with school? This episode of the \u003ca href=\"http://www.infinitethinking.org/\">Infinite Thinking Machine\u003c/a> features examples of how tinkering is starting to infiltrate the educational landscape, as with schools like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/brightworks-a-school-that-rethinks-school/\">Brightworks\u003c/a> in San Francisco and in \u003ca href=\"http://makerspace.com/\">Maker Spaces\u003c/a> around the country, where anyone can design and build anything they imagine.\u003c/p>\n\u003cp>In this episode, ITM creators challenge teachers to create a cool infographic depicting how to spend the ultimate summer vacation. Deadline is June 8. Here's \u003ca href=\"https://docs.google.com/file/d/0B-UXYrzjo7sYNnFrMUlTcktqeDQ/edit?pli=1\">more information\u003c/a>.\u003c/p>\n\u003cp> \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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21917/giving-kids-a-chance-to-make","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_564","mindshift_876","mindshift_100","mindshift_885"],"featImg":"mindshift_21921","label":"mindshift"},"mindshift_21637":{"type":"posts","id":"mindshift_21637","meta":{"index":"posts_1591205157","site":"mindshift","id":"21637","score":null,"sort":[1337901942000]},"guestAuthors":[],"slug":"adam-savage-permission-to-make","title":"Adam Savage: Permission to Make","publishDate":1337901942,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>http://youtu.be/NrRNwLJHxhQ\u003c/p>\n\u003cp>MythBusters host Adam Savage has a thing or two to say about the importance of tinkering -- even if that means it gets messy.\u003c/p>\n\u003cp>\"If you don't get a chance to fail, if you don't get a chance to try things and not get them right the first time, and you keep on doing it until you do get that specific kind of success, then you become so risk-averse that you in fact get an allergy to trying new things. And that is the worst thing we can do to kids.\"\u003c/p>\n\u003cp>At \u003ca href=\"http://www.makerfaire.com/\">Maker Faire\u003c/a> last weekend, Savage spoke about how the \"maker culture\" is the engine that will fuel kids' love for -- and excelling in -- math and science.\u003c/p>\n\u003cp>Here's to that maker spirit!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>[Produced by Joanne Elgart Jennings and Matthew Williams. Photos in the video by Patrick Giblin\u003c/em>.]\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1369247359,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":147},"headData":{"title":"Adam Savage: Permission to Make | KQED","description":"http://youtu.be/NrRNwLJHxhQ MythBusters host Adam Savage has a thing or two to say about the importance of tinkering -- even if that means it gets messy. "If you don't get a chance to fail, if you don't get a chance to try things and not get them right the first time, and you keep on doing","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Adam Savage: Permission to Make","datePublished":"2012-05-24T23:25:42.000Z","dateModified":"2013-05-22T18:29:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21637 http://blogs.kqed.org/mindshift/?p=21637","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/24/adam-savage-permission-to-make/","disqusTitle":"Adam Savage: Permission to Make","path":"/mindshift/21637/adam-savage-permission-to-make","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\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/NrRNwLJHxhQ'\n title='//www.youtube.com/embed/NrRNwLJHxhQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>MythBusters host Adam Savage has a thing or two to say about the importance of tinkering -- even if that means it gets messy.\u003c/p>\n\u003cp>\"If you don't get a chance to fail, if you don't get a chance to try things and not get them right the first time, and you keep on doing it until you do get that specific kind of success, then you become so risk-averse that you in fact get an allergy to trying new things. And that is the worst thing we can do to kids.\"\u003c/p>\n\u003cp>At \u003ca href=\"http://www.makerfaire.com/\">Maker Faire\u003c/a> last weekend, Savage spoke about how the \"maker culture\" is the engine that will fuel kids' love for -- and excelling in -- math and science.\u003c/p>\n\u003cp>Here's to that maker spirit!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>[Produced by Joanne Elgart Jennings and Matthew Williams. Photos in the video by Patrick Giblin\u003c/em>.]\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21637/adam-savage-permission-to-make","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_877","mindshift_862","mindshift_870","mindshift_100","mindshift_878"],"featImg":"mindshift_21641","label":"mindshift"},"mindshift_16471":{"type":"posts","id":"mindshift_16471","meta":{"index":"posts_1591205157","site":"mindshift","id":"16471","score":null,"sort":[1319838410000]},"guestAuthors":[],"slug":"not-ready-to-dismantle-your-smartphone-start-here","title":"Not Ready to Hack Into Your Smartphone? Start Here.","publishDate":1319838410,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://littlebits.cc/about\">\u003cimg class=\"alignleft size-full wp-image-16472\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/littlebits.jpg\" alt=\"\" width=\"300\" height=\"167\">\u003c/a>For those looking to tinker with electronics, add buzzers, lights or sensors to an object, or teach kids (or themselves) the basics of circuitry, programming, and micro-controllers, it's not as hard as you might think.\u003c/p>\n\u003cp>There are a number of kits available that make such projects relatively easy and accessible. \u003ca href=\"http://www.arduino.cc/\">Arduino\u003c/a>, for example, offers a fairly simple hardware and software platform for people to get started.\u003c/p>\n\u003cp>But even with the simplicity of Arduino, there's still a rather huge barrier to entry when it comes to working with hardware and software at this level -- particularly for those with no engineering\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[This is] to enable people with little expertise in the field to be able to speak the language.\"\u003c/aside>\n\u003cp>background. Despite the openness of platforms like Arduino, the idea of wiring, soldering, and programming can be overwhelming.\u003c/p>\n\u003cp>As the electronics we use in our daily lives get more complicated, this turning away -- in frustration, ignorance, or fear -- is increasingly troublesome. We rely more on the very devices that are becoming like \"black boxes\": impenetrable. We don't understand what goes on \"under the hood\" \u003c!--more-->of many of the objects that are most important to our lives (our cars, our smartphones).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As an antidote, the \u003ca href=\"http://radar.oreilly.com/2008/01/maker-movement-gaining-recogni.html\">Maker Movement\u003c/a> -- led by the people behind the \u003ca href=\"http://makerfaire.com\">Maker Faire\u003c/a> -- and its call for hands-on experimentation is working to encourage the general public to start making things by hand, as are platforms like Arduino.\u003c/p>\n\u003cp>A newcomer to the movement is \u003ca href=\"http://littlebits.cc/\">littleBits\u003c/a>, a library of pre-assembled circuit boards that snap together with tiny magnets. There's no soldering, no wiring and no programming required. The circuit boards in a littleBits kit have unique functions -- a power component, a pressure sensor, a button, for example -- that can simply be snapped together.\u003c/p>\n\u003cp>Founder Ayah Bdeir, who's just been named a \u003ca href=\"http://blog.ted.com/2011/10/25/meet-the-ted2012-fellows/\">2012 TED Fellow\u003c/a>, told me that she wanted to break down some of the concepts behind building electronics -- things like electricity and interaction -- and instead focus on a \"simple, playful building box.\" She said that she wanted littleBits to be able to \"enable people with little expertise in the field to be able to speak the language.\"\u003c/p>\n\u003cp>An artist and an engineer, Bdeir worked on a similar project to littleBits during her tenure at \u003ca href=\"media.mit.edu\">MIT Media Lab\u003c/a> but realized after working with other artists and designers with no experience in electronics but with a desire to build complex electronic installations that these people didn't want to learn about schematics. They just wanted to \"make it work.\"\u003c/p>\n\u003cp>But with an easy way to make these sorts of projects work, littleBits also provides a great on-ramp for people who might otherwise be too intimidated to learn more about tinkering. And by creating such simple and easy-to-use tools, littleBits may be empowering a whole new group of people to realize that they can actually make, build, and use these tools in their creative endeavors.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's much like using Popsicle sticks and pipe cleaners to teach kids how to build on a small, easy scale. Except these little magnetic circuits fast-forward building to the 21st century.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1319838580,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":525},"headData":{"title":"Not Ready to Hack Into Your Smartphone? Start Here. | KQED","description":"For those looking to tinker with electronics, add buzzers, lights or sensors to an object, or teach kids (or themselves) the basics of circuitry, programming, and micro-controllers, it's not as hard as you might think. There are a number of kits available that make such projects relatively easy and accessible. Arduino, for example, offers a","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Not Ready to Hack Into Your Smartphone? Start Here.","datePublished":"2011-10-28T21:46:50.000Z","dateModified":"2011-10-28T21:49:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16471 http://blogs.kqed.org/mindshift/?p=16471","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/28/not-ready-to-dismantle-your-smartphone-start-here/","disqusTitle":"Not Ready to Hack Into Your Smartphone? Start Here.","path":"/mindshift/16471/not-ready-to-dismantle-your-smartphone-start-here","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://littlebits.cc/about\">\u003cimg class=\"alignleft size-full wp-image-16472\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/littlebits.jpg\" alt=\"\" width=\"300\" height=\"167\">\u003c/a>For those looking to tinker with electronics, add buzzers, lights or sensors to an object, or teach kids (or themselves) the basics of circuitry, programming, and micro-controllers, it's not as hard as you might think.\u003c/p>\n\u003cp>There are a number of kits available that make such projects relatively easy and accessible. \u003ca href=\"http://www.arduino.cc/\">Arduino\u003c/a>, for example, offers a fairly simple hardware and software platform for people to get started.\u003c/p>\n\u003cp>But even with the simplicity of Arduino, there's still a rather huge barrier to entry when it comes to working with hardware and software at this level -- particularly for those with no engineering\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[This is] to enable people with little expertise in the field to be able to speak the language.\"\u003c/aside>\n\u003cp>background. Despite the openness of platforms like Arduino, the idea of wiring, soldering, and programming can be overwhelming.\u003c/p>\n\u003cp>As the electronics we use in our daily lives get more complicated, this turning away -- in frustration, ignorance, or fear -- is increasingly troublesome. We rely more on the very devices that are becoming like \"black boxes\": impenetrable. We don't understand what goes on \"under the hood\" \u003c!--more-->of many of the objects that are most important to our lives (our cars, our smartphones).\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 an antidote, the \u003ca href=\"http://radar.oreilly.com/2008/01/maker-movement-gaining-recogni.html\">Maker Movement\u003c/a> -- led by the people behind the \u003ca href=\"http://makerfaire.com\">Maker Faire\u003c/a> -- and its call for hands-on experimentation is working to encourage the general public to start making things by hand, as are platforms like Arduino.\u003c/p>\n\u003cp>A newcomer to the movement is \u003ca href=\"http://littlebits.cc/\">littleBits\u003c/a>, a library of pre-assembled circuit boards that snap together with tiny magnets. There's no soldering, no wiring and no programming required. The circuit boards in a littleBits kit have unique functions -- a power component, a pressure sensor, a button, for example -- that can simply be snapped together.\u003c/p>\n\u003cp>Founder Ayah Bdeir, who's just been named a \u003ca href=\"http://blog.ted.com/2011/10/25/meet-the-ted2012-fellows/\">2012 TED Fellow\u003c/a>, told me that she wanted to break down some of the concepts behind building electronics -- things like electricity and interaction -- and instead focus on a \"simple, playful building box.\" She said that she wanted littleBits to be able to \"enable people with little expertise in the field to be able to speak the language.\"\u003c/p>\n\u003cp>An artist and an engineer, Bdeir worked on a similar project to littleBits during her tenure at \u003ca href=\"media.mit.edu\">MIT Media Lab\u003c/a> but realized after working with other artists and designers with no experience in electronics but with a desire to build complex electronic installations that these people didn't want to learn about schematics. They just wanted to \"make it work.\"\u003c/p>\n\u003cp>But with an easy way to make these sorts of projects work, littleBits also provides a great on-ramp for people who might otherwise be too intimidated to learn more about tinkering. And by creating such simple and easy-to-use tools, littleBits may be empowering a whole new group of people to realize that they can actually make, build, and use these tools in their creative endeavors.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's much like using Popsicle sticks and pipe cleaners to teach kids how to build on a small, easy scale. Except these little magnetic circuits fast-forward building to the 21st century.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16471/not-ready-to-dismantle-your-smartphone-start-here","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_501","mindshift_756","mindshift_100"],"featImg":"mindshift_16472","label":"mindshift"},"mindshift_13823":{"type":"posts","id":"mindshift_13823","meta":{"index":"posts_1591205157","site":"mindshift","id":"13823","score":null,"sort":[1311087618000]},"guestAuthors":[],"slug":"what-role-do-corporations-play-in-supporting-stem-education","title":"What Role Do Corporations Play in Supporting STEM Education?","publishDate":1311087618,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-13832\" href=\"http://ww2.kqed.org/mindshift/2011/07/what-role-do-corporations-play-in-supporting-stem-education/smithsonian_science-2/\">\u003cimg class=\"size-full wp-image-13832\" title=\"smithsonian_science\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/smithsonian_science1.jpg\" alt=\"\" width=\"274\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1.jpg 274w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-75x75.jpg 75w\" sizes=\"(max-width: 274px) 100vw, 274px\">\u003c/a>\u003c/p>\n\u003cp>Last week, as part of the \u003ca href=\"http://imaginecup.com\">Imagine Cup\u003c/a> award ceremony, Hal Plotkin, the Senior Policy Advisor in the Office of the Under Secretary of Education, praised Microsoft for its commitment to STEM education with its hosting of the global student technology competition. Plotkin encouraged other companies to step up and invest in these sorts of endeavors. As the projects submitted to the Imagine Cup must tackle the \u003ca href=\"http://www.un.org/millenniumgoals/\">UN’s Millennium Goals\u003c/a> - poverty, hunger, disease, infant mortality, environmental destruction, and so on - it’s not just good for the U.S. education system, it's good for the world.\u003c/p>\n\u003cp>Microsoft is not the only corporation involved in promoting STEM education. Earlier this year, MindShift profiled the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/can-corporate-funding-boost-stem-education/\">Change the Equation\u003c/a> non-profit, through which companies like ExxonMobil, Dell and Lockheed Martin have supported science and technology education. \u003ca href=\"http://intel.com\">Intel\u003c/a> says it's spent \u003ca href=\"http://www.hackeducation.com/2011/02/18/live-blogging-from-intel-president-obama-talks-education-and-technology/\">over $1 billion\u003c/a> on education projects. And just last week, Google announced the winners of its first \u003ca href=\"http://www.google.com/events/sciencefair/\">online global science fair\u003c/a>, just one of the many programs that the search engine giant has undertaken to help encourage budding scientists, engineers, and programmers.\u003c/p>\n\u003cp>Corporate sponsorship and funding is seen as necessary to help boost the programs that oftentimes schools can't afford. That seems to be particularly true when it comes to student competitions and science fairs, as these sorts of \"extracurricular\" projects are often on the chopping block when schools look to streamline their budgets.\u003c/p>\n\u003cp>But what are the implications of having students engaged in corporate-sponsored science? In the case of both the Imagine Cup and the Google Science Fair, participating students were required to use Microsoft and Google products respectively in their projects. Of course, students don't often have a choice when it comes to the technology they get to use in the classroom. If your school has Windows computers, you use Windows; if your school runs Macs, you use Macs.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Corporate-sponsored activities aren't anything new in education, and they certainly aren't restricted to science fairs. One need only look at sports to see how marketing and sponsorship \"plays out\" -- for better or worse.\u003c/p>\n\u003cp>Technology corporations do have a vested interest in helping support STEM education as it means a good supply of skilled workers in the future. But it's easy to see companies' involvement as marketing efforts -- producing future customers, not just future employees.\u003c/p>\n\u003cp>How then do schools distinguish STEM-as-marketing from STEM-as education? And do they need to? How do we both welcome and scrutinize these corporate efforts? What are our alternatives?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One may be the \"maker movement,\" as exemplified by \u003ca href=\"http://makezine.com/\">Make\u003c/a> magazine and the \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>. The DIY, hands-on exploration encouraged by the maker movement may be just the thing to get kids encouraged in science and technology. Not only does the maker movement encourage creativity and innovation, but it's also breaking down the walls of the schoolroom, making it clear to students that science isn't something that happens in the lab or in the classroom. It can happen in your backyard or in your garage. And it can happen without major investment from big companies.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1311098038,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":526},"headData":{"title":"What Role Do Corporations Play in Supporting STEM Education? | KQED","description":"Last week, as part of the Imagine Cup award ceremony, Hal Plotkin, the Senior Policy Advisor in the Office of the Under Secretary of Education, praised Microsoft for its commitment to STEM education with its hosting of the global student technology competition. Plotkin encouraged other companies to step up and invest in these sorts of","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Role Do Corporations Play in Supporting STEM Education?","datePublished":"2011-07-19T15:00:18.000Z","dateModified":"2011-07-19T17:53:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13823 http://blogs.kqed.org/mindshift/?p=13823","disqusUrl":"https://ww2.kqed.org/mindshift/2011/07/19/what-role-do-corporations-play-in-supporting-stem-education/","disqusTitle":"What Role Do Corporations Play in Supporting STEM Education?","path":"/mindshift/13823/what-role-do-corporations-play-in-supporting-stem-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-13832\" href=\"http://ww2.kqed.org/mindshift/2011/07/what-role-do-corporations-play-in-supporting-stem-education/smithsonian_science-2/\">\u003cimg class=\"size-full wp-image-13832\" title=\"smithsonian_science\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/smithsonian_science1.jpg\" alt=\"\" width=\"274\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1.jpg 274w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-75x75.jpg 75w\" sizes=\"(max-width: 274px) 100vw, 274px\">\u003c/a>\u003c/p>\n\u003cp>Last week, as part of the \u003ca href=\"http://imaginecup.com\">Imagine Cup\u003c/a> award ceremony, Hal Plotkin, the Senior Policy Advisor in the Office of the Under Secretary of Education, praised Microsoft for its commitment to STEM education with its hosting of the global student technology competition. Plotkin encouraged other companies to step up and invest in these sorts of endeavors. As the projects submitted to the Imagine Cup must tackle the \u003ca href=\"http://www.un.org/millenniumgoals/\">UN’s Millennium Goals\u003c/a> - poverty, hunger, disease, infant mortality, environmental destruction, and so on - it’s not just good for the U.S. education system, it's good for the world.\u003c/p>\n\u003cp>Microsoft is not the only corporation involved in promoting STEM education. Earlier this year, MindShift profiled the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/can-corporate-funding-boost-stem-education/\">Change the Equation\u003c/a> non-profit, through which companies like ExxonMobil, Dell and Lockheed Martin have supported science and technology education. \u003ca href=\"http://intel.com\">Intel\u003c/a> says it's spent \u003ca href=\"http://www.hackeducation.com/2011/02/18/live-blogging-from-intel-president-obama-talks-education-and-technology/\">over $1 billion\u003c/a> on education projects. And just last week, Google announced the winners of its first \u003ca href=\"http://www.google.com/events/sciencefair/\">online global science fair\u003c/a>, just one of the many programs that the search engine giant has undertaken to help encourage budding scientists, engineers, and programmers.\u003c/p>\n\u003cp>Corporate sponsorship and funding is seen as necessary to help boost the programs that oftentimes schools can't afford. That seems to be particularly true when it comes to student competitions and science fairs, as these sorts of \"extracurricular\" projects are often on the chopping block when schools look to streamline their budgets.\u003c/p>\n\u003cp>But what are the implications of having students engaged in corporate-sponsored science? In the case of both the Imagine Cup and the Google Science Fair, participating students were required to use Microsoft and Google products respectively in their projects. Of course, students don't often have a choice when it comes to the technology they get to use in the classroom. If your school has Windows computers, you use Windows; if your school runs Macs, you use Macs.\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>Corporate-sponsored activities aren't anything new in education, and they certainly aren't restricted to science fairs. One need only look at sports to see how marketing and sponsorship \"plays out\" -- for better or worse.\u003c/p>\n\u003cp>Technology corporations do have a vested interest in helping support STEM education as it means a good supply of skilled workers in the future. But it's easy to see companies' involvement as marketing efforts -- producing future customers, not just future employees.\u003c/p>\n\u003cp>How then do schools distinguish STEM-as-marketing from STEM-as education? And do they need to? How do we both welcome and scrutinize these corporate efforts? What are our alternatives?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One may be the \"maker movement,\" as exemplified by \u003ca href=\"http://makezine.com/\">Make\u003c/a> magazine and the \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>. The DIY, hands-on exploration encouraged by the maker movement may be just the thing to get kids encouraged in science and technology. Not only does the maker movement encourage creativity and innovation, but it's also breaking down the walls of the schoolroom, making it clear to students that science isn't something that happens in the lab or in the classroom. It can happen in your backyard or in your garage. And it can happen without major investment from big companies.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13823/what-role-do-corporations-play-in-supporting-stem-education","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_332","mindshift_100","mindshift_149","mindshift_445","mindshift_47"],"featImg":"mindshift_13832","label":"mindshift"},"mindshift_10995":{"type":"posts","id":"mindshift_10995","meta":{"index":"posts_1591205157","site":"mindshift","id":"10995","score":null,"sort":[1303941154000]},"guestAuthors":[],"slug":"the-virtues-of-the-open-web","title":"The Virtues of the Open Web","publishDate":1303941154,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Dale Dougherty, founder of \u003ca href=\"http://makermedia.com/\">Maker Media\u003c/a> (which organizes the annual \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a>), \u003ca href=\"http://oreilly.com/\">O'Reilly Media\u003c/a> (publisher of all those great \"Missing Manuals\") heralds the virtues of the open web and the history of open-source information in this talk at\u003ca href=\"http://wiki.oercommons.org/mediawiki/index.php/OER_2011\"> Open Educational Resources 2011\u003c/a> talk last month.\u003c/p>\n\u003cp>\"The most important educational resource is the student,\" he says.\u003c/p>\n\u003cp>http://youtu.be/FhY-izKK4xM\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1346966075,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":64},"headData":{"title":"The Virtues of the Open Web | KQED","description":"Dale Dougherty, founder of Maker Media (which organizes the annual Maker Faire), O'Reilly Media (publisher of all those great "Missing Manuals") heralds the virtues of the open web and the history of open-source information in this talk at Open Educational Resources 2011 talk last month. "The most important educational resource is the student," he says.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Virtues of the Open Web","datePublished":"2011-04-27T21:52:34.000Z","dateModified":"2012-09-06T21:14:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10995 http://blogs.kqed.org/mindshift/?p=10995","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/27/the-virtues-of-the-open-web/","disqusTitle":"The Virtues of the Open Web","path":"/mindshift/10995/the-virtues-of-the-open-web","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dale Dougherty, founder of \u003ca href=\"http://makermedia.com/\">Maker Media\u003c/a> (which organizes the annual \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a>), \u003ca href=\"http://oreilly.com/\">O'Reilly Media\u003c/a> (publisher of all those great \"Missing Manuals\") heralds the virtues of the open web and the history of open-source information in this talk at\u003ca href=\"http://wiki.oercommons.org/mediawiki/index.php/OER_2011\"> Open Educational Resources 2011\u003c/a> talk last month.\u003c/p>\n\u003cp>\"The most important educational resource is the student,\" he says.\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/FhY-izKK4xM'\n title='//www.youtube.com/embed/FhY-izKK4xM'\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/10995/the-virtues-of-the-open-web","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_303","mindshift_100","mindshift_159","mindshift_76"],"featImg":"mindshift_10998","label":"mindshift"},"mindshift_7406":{"type":"posts","id":"mindshift_7406","meta":{"index":"posts_1591205157","site":"mindshift","id":"7406","score":null,"sort":[1296515699000]},"guestAuthors":[],"slug":"students-will-build-their-own-future-school","title":"Students Will Build Their Own Future School","publishDate":1296515699,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_7410\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/students-will-build-their-own-future-school/screen-shot-2011-01-31-at-3-07-53-pm/\" rel=\"attachment wp-att-7410\">\u003cimg class=\"size-medium wp-image-7410\" title=\"Screen-shot-2011-01-31-at-3.07.53-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-31-at-3.07.53-PM-300x312.png\" alt=\"\" width=\"300\" height=\"312\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For Dale Dougherty, founder of \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a> -- the personification of the do-it-yourself movement -- the future school day combines learning with doing.\u003c/p>\n\u003cp>\u003ca href=\"http://bits.blogs.nytimes.com/2010/05/21/one-on-one-dale-dougherty-make-magazine-maker-faire/\">Dougherty\u003c/a> has spent at least the last decade preaching the invaluable benefits of making things by hand. The reason is simple: you'll learn more about it -- whatever it is -- if you make it yourself. Through the \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a> events, where thousands of people congregate to celebrate the DIY movement, \u003ca href=\"http://www.makezine.com\">Make Magazine\u003c/a> and \u003ca href=\"http://www.craftzine.com\">Craft\u003c/a> website (full disclosure -- I worked as the editor of the print version of Craft Magazine a few years ago), Dougherty is drawing out the natural tinkerers and makers in all of us.\u003c/p>\n\u003cp>His theory applied to education, whether it's formal or informal, is premised on the same ethos.\u003c/p>\n\u003ch4>\"That confidence to learn anything is what education ought to be about,\" he says.\u003c/h4>\n\u003cp>So what's the first step in creating the idea school day of the future?\u003c/p>\n\u003cp>First, build the learning space, of course.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here's the entire interview.\u003c/p>\n\u003cp>\u003ciframe src=\"http://player.vimeo.com/video/19398221\" width=\"500\" height=\"375\" frameborder=\"0\" webkitallowfullscreen mozallowfullscreen allowfullscreen>\u003c/iframe> \u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/19398221\">Dale Dougherty's School of the Future\u003c/a> from \u003ca href=\"http://vimeo.com/user5564203\">MindShift\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/ms_school_future_th1342f08-5/\" rel=\"attachment wp-att-7297\">\u003cimg class=\"alignleft size-full wp-image-7297\" style=\"border: none\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1377021073,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["http://player.vimeo.com/video/19398221"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":190},"headData":{"title":"Students Will Build Their Own Future School | KQED","description":"For Dale Dougherty, founder of Maker Faire -- the personification of the do-it-yourself movement -- the future school day combines learning with doing. Dougherty has spent at least the last decade preaching the invaluable benefits of making things by hand. The reason is simple: you'll learn more about it -- whatever it is -- if","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students Will Build Their Own Future School","datePublished":"2011-01-31T23:14:59.000Z","dateModified":"2013-08-20T17:51:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"7406 http://blogs.kqed.org/mindshift/?p=7406","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/31/students-will-build-their-own-future-school/","disqusTitle":"Students Will Build Their Own Future School","path":"/mindshift/7406/students-will-build-their-own-future-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_7410\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/students-will-build-their-own-future-school/screen-shot-2011-01-31-at-3-07-53-pm/\" rel=\"attachment wp-att-7410\">\u003cimg class=\"size-medium wp-image-7410\" title=\"Screen-shot-2011-01-31-at-3.07.53-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-31-at-3.07.53-PM-300x312.png\" alt=\"\" width=\"300\" height=\"312\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For Dale Dougherty, founder of \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a> -- the personification of the do-it-yourself movement -- the future school day combines learning with doing.\u003c/p>\n\u003cp>\u003ca href=\"http://bits.blogs.nytimes.com/2010/05/21/one-on-one-dale-dougherty-make-magazine-maker-faire/\">Dougherty\u003c/a> has spent at least the last decade preaching the invaluable benefits of making things by hand. The reason is simple: you'll learn more about it -- whatever it is -- if you make it yourself. Through the \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a> events, where thousands of people congregate to celebrate the DIY movement, \u003ca href=\"http://www.makezine.com\">Make Magazine\u003c/a> and \u003ca href=\"http://www.craftzine.com\">Craft\u003c/a> website (full disclosure -- I worked as the editor of the print version of Craft Magazine a few years ago), Dougherty is drawing out the natural tinkerers and makers in all of us.\u003c/p>\n\u003cp>His theory applied to education, whether it's formal or informal, is premised on the same ethos.\u003c/p>\n\u003ch4>\"That confidence to learn anything is what education ought to be about,\" he says.\u003c/h4>\n\u003cp>So what's the first step in creating the idea school day of the future?\u003c/p>\n\u003cp>First, build the learning space, of course.\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>Here's the entire interview.\u003c/p>\n\u003cp>\u003ciframe src=\"http://player.vimeo.com/video/19398221\" width=\"500\" height=\"375\" frameborder=\"0\" webkitallowfullscreen mozallowfullscreen allowfullscreen>\u003c/iframe> \u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/19398221\">Dale Dougherty's School of the Future\u003c/a> from \u003ca href=\"http://vimeo.com/user5564203\">MindShift\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/ms_school_future_th1342f08-5/\" rel=\"attachment wp-att-7297\">\u003cimg class=\"alignleft size-full wp-image-7297\" style=\"border: none\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/7406/students-will-build-their-own-future-school","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_303","mindshift_100","mindshift_20903"],"featImg":"mindshift_7410","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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