Should Schools Teach Social Media Skills?

“Aarti Shahani delves into the discussion of whether or not schools should invest their time teaching social media skills to students in an essentially market-driven networking climate. A concern raised in the article is how schools would even begin to stay on top of social media developments in their students’ lives in the first place. The article includes an audio file that goes a little more in depth into the story.”

via MindShift

Taking selfies at funerals. Tagging pictures of teens drinking alcohol at parties. Kids (and adults for that matter) post a lot of silly stuff online — and although most of it is chatter, some of what might seem harmless leads to tragic consequences. But is it the job of schools to teach kids the dos and don’ts of social media?

At Lincoln High School in San Francisco’s Sunset district, counselor Ian Enriquez teaches students three very big words: “Disinhibition, reputation, anonymity.”

Enriquez is using a curriculum created by the non-profit Common Sense Media, a media watchdog group for parents that also offers resources for teachers. Schools in nearby Santa Clara county have adopted this curriculum into a semester-long course for all middle and high school students. Enriquez, who’s doing just a one-day workshop, jokes that despite the title, “It’s not common sense.”

“You want the kids in the homerooms to start thinking about what it means to be disinhibited,” he says. Disinhibition, for those who might not know, means acting impulsively, without showing due restraint, in a way that’s aggressive or plays up another personality trait. The teenagers get it right away.

“Would you say that your friends act differently online than they do in person?” Enriquez asks.

“Yeah, and they look different!” responds sophomore Megan McKay.

Like many schools throughout the country, Bay Area schools hold workshops on cyberbullying, but don’t have uniform practices for teaching social media etiquette beyond that. While teachers use platforms like Facebook as a tool to engage students in learning, ongoing instruction on digital citizenship itself is the exception, not the rule.

Enriquez, who counsels students on health, racism, homophobia, and other topics that aren’t purely academic, believes the district should institute a mandatory social media curriculum. Enriquez says cyberbullying and viral rumors have been a problem ever since kids posted on that once-popular site MySpace. “When I started at this high school 10 years ago, almost every school fight I was aware of occurred because of something that happened in the virtual world.”

NOT A PRIORITY

Dennis Kelly, president of the United Educators of San Francisco, the local teachers union, says teachers are already drowning in work — especially now with Common Core. While social media is important, Kelly says, so are other things. “All students should learn to swim, but should it be school’s responsibility to teach them swimming?”

Back in the 1980s and ’90s, schools introduced sex education into the classroom, in response to the AIDS epidemic. But social media is not a scientific, biological reality — it’s a business, and Kelly says it’s not the job of public schools to dedicate scarce teaching resources, especially when that business might not be here for long. “It would be very difficult for schools trying to keep up with Instagram, Facebook, all of the apps that exist out there that are essentially market driven.”

“It would be very difficult for schools trying to keep up with Instagram, Facebook, all of the apps that exist out there that are essentially market driven.”

But others believe that’s not necessarily the case. Michelle Finneran Dennedy, the Chief Privacy Officer at McAfee, an Internet security company, says that while apps come and go, social media is here to stay.

“We want PTAs to own this. We would love to see the unions start to train teachers on this,” she says.

Dennedy, who teaches social media etiquette through McAfee’s program to students around the world, says even when kids love to share, they don’t want a permanent digital trail of every phase of their private life. They want to know “you’re allowed to be that rough-and-tumble girl that turns into a prom queen. And I think it’s important for us, as the technical world in particular, to allow them to have that human exploration without exploiting it.”

As to the argument that Facebook restricts its platform to kids at least 13 years old and has resources for educators (as do Instagram and Twitter), Dennedy points out younger kids slip in anyway, and the educators who get involved are a self-selecting few. She says schools can play a critical role in teaching online etiquette to students, and can give feedback to companies that are building this new virtual reality.

“I don’t think it’s easy,” she says. “I feel for educators, and I do think it’s a public-private partnership.”

CROSSING THE LINE

The students at Lincoln High School don’t have a definitive take. Enriquez has them debate a hypothetical situation: Say Matt’s parents are fighting and he stays over his buddy Jeff’s house. Jeff gets tired of hosting him, so he Tweets or posts on Facebook: “Someone else take Matt? His parents are fighting.”

Junior Eric Lamp says that violates trust. “I would get rid of the post. I don’t want people to get hurt,” he says.

But if you’re Matt, you can’t get rid of the post. Jeff, the publisher, has to do it.

How does that make Lamp feel? He shrugs his shoulders. “I feel kind of helpless. You have no power over your confidential information.”

But Lamp says he’s not sure it’s serious enough to get a teacher involved.

Parents, teachers, students, weigh in: Should schools be responsible for teaching dos and don’ts of social media? Take our poll at KQED’s education blog: Facebook.com/mindshift.kqed

Online Education as a Way to Your Next Job

” Educational trend reporter Rafael Pittman writes about the value of online learning as a path to employment in the following article courtesy of Digital Partner. He suggests that the overall attitude we have towards online courses is changing gradually, and that the benefits of a focused program of study can often provide the type of training potential employers require. ”

via Digital Partner
As the number of online education options increases, so does the quality and acceptance. A Pew Research survey reports that more than 50 percent of the college presidents responded that online classes had the same value as conventional college classes. Nearly 40 percent of adults who have taken an online class say it was comparable to a traditional class. Using online classes is one way of improving your skills and supplementing your resume as you look for that next job.

Attitudes are Changing

How people view online classes and degrees is shifting. Time Magazine reported that human resource managers have improved their view of online degrees, sometimes considering them on par with traditional brick-and-mortar degrees. The challenge is that many HR managers are still unfamiliar with online education and the level of quality it can offer. Others who experience it first-hand, or have hired people with online degrees, are more supportive of the approach.

The Value of Online Education

Bloomberg Businessweek surveyed several high-tech companies that said they still favored traditional four-year degrees to online degrees when hiring. They also indicated that they would select an applicant with a degree over one with a certificate from an online program. They did agree that a person who already has a degree would have an edge in the hiring process if they also had certificates or additional training through online classes. When completing employment applications on sites such www.job-applications.com, include any online classes taken. This shows initiative and an interest in keeping skills current.

The Nature of Online Classes is Changing

Colleges and universities are getting engaged in online education through Massive Open Online Courses, or MOOCs. These programs are often free or very low cost and available to anyone who can get online. Three of the pioneers in this area are Udacity, edX and Coursera. They offer a variety of courses from an introduction to traditional topics like philosophy and psychology to engineering and programming.

AT&T and Google are both working with MOOCs to create online courses of direct interest to targeted employers, themselves included, noted the Wall Street Journal. MIT is working with edX to create certificate programs in computer science and supply chain management that would benefit such partners as UPS and Wal-Mart.

The challenge of MOOCs for recruiters is that they don’t yet know how to evaluate the quality of the classes compared to the traditional course. There is also some resistance because these classes are often free, which is a challenge to HR managers sifting through resumes of people with hundred thousand dollar degrees. The resistance to hiring someone based on their online education continues to be:

• Concern about how the students were assessed in the course or program

• Concern about the reputation of the online college

• Concern that online courses are not as challenging as other types of college courses

Defining Your Educational Path Toward a Job

One challenge facing online students is that the majority of courses don’t offer college credit. Even courses that are deemed as complete as their traditional counterparts don’t offer credit. For students supplementing their college career with online courses, they may gain additional knowledge and skills, but they will be no closer to satisfying their degree.

The Wall Street Journal noted that the typical online student enrolled in a MOOC has a college degree and is taking the course to dive into some new aspect of their field. The certificate is a way to indicate to potential employers their level of commitment to working in that area.

The Future of Web and Technology (Infographic)

“This Visual.ly infographic by Host Gator treats us to predictions about our upcoming technological future. According to the research, we will experience interfaces such as holographic technology that is touch controlled, AR contact lenses, James Bond-style smart watches, and other digital candy craziness. I can’t wait ….”

via Visual.ly

Childhood Music Lessons ‘Leave Lasting Brain Boost’

“According to the study featured in this article on the NZ Stuff website, a child learning a musical instrument will retain brain benefits that last long into his or her adult life.”

via Stuff.co.nz

Learning a musical instrument as a child gives the brain a boost that lasts long into adult life, say scientists.

Adults who used to play an instrument, even if they have not done so in decades, have a faster brain response to speech sounds, research suggests.

The more years of practice during childhood, the faster the brain response was, the small study found.

The Journal of Neuroscience work looked at 44 people in their 50s, 60s and 70s.

The volunteers in the study listened to a synthesised speech syllable, “da”, while researchers measured electrical activity in the region of the brain that processes sound information – the auditory brainstem.

Despite none of the study participants having played an instrument in nearly 40 years, those who completed between four and 14 years of music training early in life had a faster response to the speech sound than those who had never been taught music.

The study took place at the Auditory Neuroscience Laboratory at Northwestern University in Illinois, US.

Lifelong skill

As people grow older, they often experience changes in the brain that compromise hearing. For instance, the brains of older adults show a slower response to fast-changing sounds, which is important for interpreting speech.

It could be that learning an instrument in childhood causes a fixed change in the brain that is retained throughout life.

Or, music classes somehow prepare the brain for future auditory learning, say the researchers.

Past work by the same team found younger adults were better listeners if they had been taught an instrument as a child.

Experts also believe musical training – with an emphasis on rhythmic skills – can exercise the auditory-system.

But these studies are all relatively small and cannot ascertain if it is definitely musical training that is causing the effect.

Arguably, children offered the opportunity to learn an instrument, which can be expensive, may come from more privileged backgrounds and this may have an influence.

Commenting on the study, Michael Kilgard from the University of Texas, who was not involved with the research, said: “Being a millisecond faster may not seem like much, but the brain is very sensitive to timing and a millisecond compounded over millions of neurons can make a real difference in the lives of older adults.”

The Digital Lives of Teens: The Key Word is Trust

Matt Levinson from Edutopia talks about engendering trust in monitoring the digital lives of our teens. From the article: ‘School communities need to create partnerships with parents through developing shared language, social media agreements, intervention steps, proactive curricular development and media literacy.’ Read on for more . . .”

via Edutopia

Are We Preparing Graduates for the Past or the Future?

“Are we preparing students for the past or the future? A truly powerful question that forces everyone involved in education (and the business sector, for that matter) to rethink the essential skills needed for success outside of the classroom in a job market where most students are preparing for a job that probably does not exist yet. The answer to the question is ‘no’! Despite the valiant efforts of teachers and administrators, the students are not prepared for a volatile, uncertain, complex, and ambiguous future. Carol Carter at the Huffington Post shares her views on education and its need for change. She also shares wonderful resources to further study the needs of students now and in the future. ”

via Huffington Post

Two weeks ago, I spoke at the International Habits of Mind Conference in Malaysia alongside college and K-12 faculty from Southeast Asia and countries like Iran, New Zealand, and Australia. Outside of the conference, a question came up among some of the speakers:

Are we preparing students for the past or the future?

This question leads to even more questions: If education paradigms don’t shift to meet tomorrow’s needs, will high school and college graduates have the skills to find or create employment opportunities? Do schools and faculty have a responsibility to realize and adapt their lessons to our new economy’s needs and demands? If students aren’t in a learning environment where their gifts and talents can flourish, will they be able to participate in the rapidly changing global economy?

To understand how the working world has changed over the last few decades, let’s look at a typical work culture of the past:

• Orderly, predictable
• Single-skilled employees
• Hierarchical
• Big company based
• Individual-minded
• Corporate
• Local/national
• Hired for life

Now, compare that to aspects of the new work culture:

• Uncertain
• Multi-skilled employees
• Equal and flat structures
• Small business and start-up driven
• Collaborative
• “Work and lifestyle entrepreneur”
• Global
• Discrete jobs and tasks “for hire”

When comparing these two lists, I was reminded of a TED Talk by Dr. Randy Borum. He explained the changing demands we have for employees with the analogy of the hedgehog and the fox. Hedgehogs are anchored in their ways and will resize new ideas to fit their determined and singular way of thinking. In school and the working world, a hedgehog is someone who is knowledge focused, whereas a fox is someone who is learning focused. Borum further distinguishes how these two animals think using the following characteristics:

Hedgehog

• Has one organizing theory
• Deeply knowledgeable
• Self-confident
• Determined

Fox

• Can see through many lenses
• Broadly focused
• Self-critical
• Adaptive

We cannot be certain which specific skills the future will demand, but we can be certain that the ever-changing world will require people to navigate uncertain territory, often without a compass. This is why, Borum argues, the fox is more apt to succeed in a VUCA (Volatile, Uncertain, Complex, Ambiguous) future.

I agree with Borum to a point. Big business can’t rely on the same business method that grew success in the past. Large companies will have to value entrepreneurial thinkers and give employees the license to be “nimble and agile”–realizing opportunity in a timeframe that small companies can make happen — within the structure of a larger company. This will happen through partnerships, inter-company business incubators, and other novel approaches to foster ideas that promote change and growth.

Schools and colleges also need to add value to a student’s skill set by producing graduates who are agile thinkers. Today, the flipped classroom provides opportunities for students to prepare outside of class while using class time to collaborate, connect, and share their ideas with their peers as the teacher plays the role of coach. In the future, we’ll likely move beyond this model to real-life learning labs where students learn through experience; actively participate with content; match their learning with their interests, talents and abilities; and discover career paths that align with their strengths.

Dr. Peter Capelli, Director of the Center for Human Resources at the Wharton School and Professor of Education, questions the future of the hedgehog mode of thinking in his recent article, ”Focusing Too Narrowly in College Could Backfire.” Capelli says that while some students choose career paths based on economic predictions, we simply cannot predict the future. Capelli believes that choosing the wrong career path can be worse than choosing no career path. A student who gets a degree in an emerging technology that pays well today, may find herself out of work in the future when her position is replaced by the next new wave. In theory, a communications major is more nimble – like a fox – with his transferable thinking skills and has potential to be more adaptive across the industries.

Where I differ in opinion from both Borum and Capelli is that the fox and the hedgehog analogy cannot be either/or. Instead, it is both/and. You want a brain surgeon who is a hedgehog, but you also want your brain surgeon to be adaptive, communicating options as a medical partner as well as expert. Or take the student pursuing a technology degree. She can both have a successful technical career and be nimble in adapting to new technology standards in her field. We need students who possess core knowledge in math, writing, and reading skills. But employers say they also need new hires with critical thinking, interpersonal, and problem solving skills. To produce graduates who are both knowledge and learning focused, we need faculty to teach core academic skills in the context of their students’ personal and professional worlds. Without these practical connections, we will continue to produce ill-prepared graduates.

If we can foster more students and graduates who develop ingenuous ideas and are undaunted by what they don’t know, support them with mentors to coach and challenge them, and encourage within them a bold vision backed with adaptive and strategic thinking, soft and hard skills, then we will have the players who can create a thriving, dynamic economy. When students and graduates with these qualities encounter setbacks, they will have the inner faith and wherewithal to regroup and forge a new path. If they can cultivate the “dispositions of success,” a phrase from Art Costa and Bena Kallick’s new book, then they will be ready for anything in the professional world regardless of their SAT score, where they went to college, or what their first job was out of college. If we can make these shifts, we can strongly prepare students for anything they might face in a VUCA future.

In my next blog, I’ll share how we can transform our schools to reflect this both/and thinking. I invite you to answer in the comments, are we preparing our graduates for the past or the future in traditional K-12 and college classrooms

Dan Pink: How Teachers Can Sell Love of Learning to Students

In his new book To Sell is Human, author Daniel Pink reports that education is one of the fastest growing job categories in the country. And with this growth comes the opportunity to change the way educators envision their roles and their classrooms. Guided by findings in educational research and neuroscience, the emphasis on cognitive skills like computation and memorization is evolving to include less tangible, non-cognitive skills, like collaboration and improvisation.

Jobs in education, Pink said in a recent interview, are all about moving other people, changing their behavior, like getting kids to pay attention in class; getting teens to understand they need to look at their future and to therefore study harder. At the center of all this persuasion is selling: educators are sellers of ideas.

Whether a teacher is presenting to her board or pitching a crowd of 12-year-olds on why Shakespeare was a genius, it’s all the art of persuasion. Though his new book has only been out a couple of weeks, Pink said he’s already received many messages from teachers who agree that, “Yes, I sell. I sell students on poetry, on calculus, on biology.”

In fact, the business world has a lot to learn from educators: what motivates people, how to inspire people to perform well. But educators can also take a lesson from the commercial world: namely, teaching the complicated skill of finding problems. In a recent study, Pink said school superintendents rated problem-solving as the top capability they wanted to instill. Corporate executives, however, rated problem-solving as seventh on their list of attributes in employees, but rated problem identification as the single most important skill. That is, the ability to suss out issues and challenges that aren’t necessarily obvious. And this is where students could benefit from educators — learning the process of identifying a problem.

“Standardized testing: totally easy, totally cheap, and scales. Convenient for politicians and taxpayers.”

“The premium has moved from problem solving to problem finding as a skill,” Pink said. “Right now, especially in the commercial world, if I know exactly what my problem is, I can find the solution to my own problem. I don’t need someone to help me. Where I need help is when I don’tknow what my problem is or when I’m wrong about what my problem is. Problem solving is an analytical, deductive kind of skill. The phrase ‘problem finding’ comes out of research on artists. It’s more of a conceptual kind of skill.”

So how do educators help kids become problem-finders when they don’t know what the problem is or where the next one might be coming from? “A lot of people hate this word but I think we have to take it seriously, which is relevance,” Pink said. “There’s something to be said for connecting particular lessons to something in the real world.”

For instance, application of math principles, which has real relevance in the real world. “Even with my own kids, to some extent I see math has become an abstract code designed to get a right answer rather than seeing that math explains why this building is standing up, or why the traffic is going slow right now, or why the 49ers are kicking a field goal rather than going for first down.”

DANGERS OF STANDARDIZATION

One of the big topics Pink tackles in his current book is the idea of moving from transactions to transcendence — to making something personal. That’s the best way to “sell” students on what they’re learning, Pink maintains. This has been a recurring theme in education: connecting what’s taught in classrooms to students’ personal lives. But, as evidenced by current school dynamics, that’s not the way the tide is moving.

“Most of our education is heavily, heavily, heavily standardized,” Pink said. “So, 11-year-olds are all together in one room. No 10-year-olds, and certainly no 13-year-olds. And [assuming that] all of those 11-year-olds are the same, we’re going to put them all together in a 35-kid classroom. Every educator knows that doesn’t work well. Every educator knows about differentiated instruction. The idea that you treat everybody the same way is foolish, and yet the headwinds in education are very much toward routines, right answer, standardization.”

Why is it moving this way? One of the reasons, Pink said, is the “appalling” absence of leadership on this issue. “One of the things that I see as an outsider is that so much of education policy seems designed for the convenience of adults rather than the education of children,” he said. “Start time is a perfect example. Why do we do that? It’s more convenient for the teachers. Why do we have standardized testing? Because it’s unbelievably cheap. If you want to give real evaluations to kids, they have to be personalized, tailored to the kids, at the unit of one. Standardized testing: totally easy, totally cheap, and scales. Convenient for politicians and taxpayers.”

With big changes coming in the form of Common Core State Standards, some fear the idea of standardized “one-size-fits-all” will become even more deeply embedded in education policy. While mastering a core set of literacies makes sense if it can turn students into effective citizens by becoming numerate and literate, Pink said the manner in which Common Core is implemented will determine its value. If Common Core is the only curriculum presented to students, then it runs into the danger of becoming “all about cramming facts.” Knowing for a test that the 5th Amendment is about self-incrimination does not necessarily result in good citizenship.

The same principle applies to the big trend in games and learning, which sometimes results simply in rewards for rote knowledge and memorization. Games have the potential to make math more relevant or engaging, Pink said, but if they lead to standardized thinking about getting to the one right answer, that can be problematic. It’s the carrot and stick thinking vestigial of a bygone era. If the only aim of a game is for points and badges, the game has little benefit for the player. For a game to be compelling and a good source of learning, it should be capable of providing rapid, robust, regular, and meaningful feedback. Social gaming, such as Minecraft, is one instantiation of this kind of salient feedback, Pink said.

The standardized model of education is in dire need of an upgrade, producing students with skills that won’t serve them well outside the boundaries of school. Students who are driven by external rewards (grades, trophies), will be fare worse than those who are self-directed, motivated by freedom, challenge, and purpose, Pink wrote in his earlier bookDrive.

“Here’s the thing,” he said. “We have a lot of learned behavior of compliance, and hunger for external rewards and no real engagement. We have this belief that people perform better if we hit them with this endless arsenal of carrots and sticks: If-then motivators. To get to that engagement, people have to unlearn these deeply rooted habits. I defy you to find a two year old who is not engaged. That’s how we are out of the box.”

WHAT DRIVES US

As a student, Pink said he did what everyone else did — he wrote a paper for a class, wrote it neatly, on time, and for a grade. But when he started writing for the school newspaper, things shifted in his mind. He realized it would reach his peers, and suddenly he was motivated to improve his writing. The same goes for any student, he said. “Those clues are right in front of us,” says Pink.

That’s what Big Pictures Schools, a network of schools across the country, on which Pink serves as board member, are attempting to do. New students at these schools are asked questions about  their interests. They could be interested in martial arts, ballet, baseball. Then teachers take the information, and build a curriculum around those particular interests.

Another way of personalizing learning, among many others, are DIY report cards. Even a fifth-grader has the wherewithal to say, “This is what I want to learn; this is what I want to accomplish; this is what I want to get better at.” Then he can look for ways to get feedback on his performance, so he can see that he’s making progress and see that he’s getting better at something.

“An educator in upstate New York did these DIY report cards, and they changed the way he taught,” Pink said. “When students assessed themselves, they held themselves to a higher standard. This changed the way he looked at the kids.”

Explore: Dan Pink

Teaching Computers Common Sense

“Meet NEIL, an acronym for Never Ending Image Learning. NEIL’s advanced technology is the focus of an AI research project at Carnegie Melon that has it searching and comparing a wide database of images. The purpose? To see if NEIL can develop a little common sense! This Stuff article from Kevin Begos has more.”

via Stuff.co.nz

Researchers are trying to plant a digital seed for artificial intelligence by letting a massive computer system browse millions of pictures and decide for itself what they all mean.

The system at Carnegie Mellon University is called NEIL, short for Never Ending Image Learning. In mid-July, it began searching the internet for images 24/7 and, in tiny steps, is deciding for itself how those images relate to each other. The goal is to recreate what we call common sense – the ability to learn things without being specifically taught.

It’s a new approach in the quest to solve computing’s Holy Grail: getting a machine to think on its own using a form of common sense. The project is being funded by Google and the United States Department of Defense’s Office of Naval Research.

“Any intelligent being needs to have common sense to make decisions,” said Abhinav Gupta, a professor in the Carnegie Mellon Robotics Institute.

NEIL uses advances in computer vision to analyse and identify the shapes and colours in pictures, but it is also slowly discovering connections between objects on its own. For example, the computers have figured out that zebras tend to be found in savannahs and that tigers look somewhat like zebras.

In just over four months, the network of 200 processors has identified 1500 objects and 1200 scenes and has connected the dots to make 2500 associations.

Some of NEIL’s computer-generated associations are wrong, such as “rhino can be a kind of antelope,” while some are odd, such as “actor can be found in jail cell” or “news anchor can look similar to Barack Obama.”

NEIL uses advances in computer vision to analyse and identify the shapes and colours in pictures, but it is also slowly discovering connections between objects on its own.

But Gupta said having a computer make its own associations is an entirely different type of challenge than programing a supercomputer to do one thing very well, or fast. For example, in 1985, Carnegie Mellon researchers programed a computer to play chess; 12 years later, a computer beat world chess champion Garry Kasparov in a match.

Catherine Havasi, an artificial intelligence expert at the Massachusetts Institute of Technology, said humans constantly make decisions using “this huge body of unspoken assumptions,” while computers don’t. She said humans can also quickly respond to some questions that would take a computer longer to figure out.

“Could a giraffe fit in your car?” she asked. “We’d have an answer, even though we haven’t thought about it” in the sense of calculating the giraffe’s body mass.

Robert Sloan, an expert on artificial intelligence and head of the Department of Computer Science at the University of Illinois, Chicago, said the NEIL approach could yield interesting results because just using language to teach a computer “has all sorts of problems unto itself.”

“What I would be especially impressed by is if they can consistently say ‘zebra, zebra, zebra’ if they see the animal in different locations,” Sloan said of the computers.

Gupta is pleased with the initial progress. In the future, NEIL will analyse vast numbers of YouTube videos to look for connections between objects.

“When we started the project, we would not sure it would work,” he said. “This is just the start.”

Neither Mountain View, California-based Google nor the Office of Naval Research responded to questions about why they’re funding NEIL, but there are some hints. The Naval Research website notes that “today’s battlespace environment is much more complex than in the past” and that “the rate at which data is arriving into the decision-making system is growing, while the number of humans available to convert the data to actionable intelligence is decreasing.”

In other words, computers may make some of the decisions in future wars. The Navy’s website notes: “In many operational scenarios, the human presence is not an option.”

NEIL’s motto is “I Crawl, I See, I Learn,” and the researchers hope to keep NEIL running forever. That means the computer might get a lot smarter.

Or it might not.

A Better List Of Ideas For Project-Based Learning

via TeachThought

At TeachThought, we’re huge fans of project-based learning.

While there is no magic bullet of practice, program, or framework that automatically produces progressive and effective learning, what makes project-based learning exceptional is its flexibility. As it is, first and foremost, simply a curriculum planning tool, so much other “good stuff” that can support learning (game-based learning, learning simulations, place-based education, self-directed learning, etc.) can all be “embedded” in project-based learning.

With PBL, there is no “either/or” proposition: anything from open-ended, play-based learning to data-driven, research-based instructional environments can all use PBL effectively.

While there are all kinds of great resources necessary to “run” PBL (including those from Edutopia.org), from apps to planning templates and more, the genesis of a great project is the idea itself–the purpose and/or audience of the project itself.

Below, we’ve shared dozens of ideas for projects, and we’re going to constantly update the list with new ideas, suggestions from our community, resources, etc. In that way, this page can become the ultimate guide for project-based learning in your classroom. The focus will be on the ideas for the projects themselves, but we’ll also include apps, tools, and other “stuff” you’ll need to effectively realize this approach in your classroom.

6 Posts To Get Started With Project-Based Learning

1. The Difference Between Projects & Project-Based Learning
2. 5 Types Of Project-Based Learning
3. 11 Tools For Better Project-Based Learning
4. 4 Keys To Designing A Project-Based Learning Classroom
5. 23 Ways To Use The iPad In The 21st Century PBL Classroom
6. 12 Timeless Project-Based Learning Resources

The Constantly-Updated List Of Ideas For Project-Based Learning

Note: This list will constantly be updated with new ideas, tools, and resources. As such, some fields will be empty, updated, or removed as we build and improve the list over time. Note that the list is intentionally not separated into “content areas,” as many of the projects could be approached from a number of angles (the math of design, the language of planning, and so on).

1. Idea: Create an interactive family tree with voice-overs from living family members, and added

Consider Using: VoiceThread, YouTube

2. Idea: Design an app with a specific purpose for a specific audience

3. Idea: Inventory the world’s most compelling apps in an elegant and browsable interface

4. Idea: Design a modern library using a problem-solution format, and annotate its critical features

5. Idea: Solve the problem of negative news

6. Idea: Using the best thinking of major world civilizations, design the perfect civilization. Identify critical characteristics, resources, and habits, etc.

7. Idea: Mash Reddit with facebook with YouTube (or any 3 social media channels)

8. Idea: Help local businesses increase environmental sustainability (e.g., reduce waste)

Audience: Your neighborhood, the businesses themselves

9. Idea: Identify, analyze, and visualize recurring themes in human history; then contextualize those themes in modern society

10. Idea: Make a compelling case of connectivism (student chooses “angle”: intellectual, recreational, etc.)

11. Idea: Make a compelling case for independence (student chooses “angle”: intellectual, recreational, etc.)

12. Idea: Leverage the wisdom of nursing homes

13. Idea: Artfully express, analyze the causes-effects of, or otherwise evaluate population growth

14. Idea: Debate the relationship between technology and humanity from a historical (Mary Shelley?) or modern (Steve Jobs?) perspective

15. Idea: Reverse global warming, or re-imagine major coastal cities in light of 6 degrees of warming

16. Idea: Measure the sociological impact of social media on local communities (using a self-selected parameter)

17. Idea: Design an alert system to halt the spread of deadly disease

Audience: Local, national, and international governments; local communities; medical professionals

Considering Using: Plague, Inc.

18. Idea: Plant and manage a garden to feed local homeless/hungry

19. Idea: Solve a personal problem. Brainstorm personal challenges by proximity to learner: first by individual, then family, neighborhood, city, state, and so on. Then have learner select one, design a scale for solving it, and sketch out a plan to make it happen.

20. Idea: Analyze the impact of great architecture–or lack thereof–on a community

21. Idea: Dissect the anatomy of viral web content

22. Idea: Help a local business that does “good work” market itself to younger audiences. Create a proposal, present to business, refine proposal based on feedback

23. Idea: Artfully illustrate the global history of civil rights

24. Idea: Visually demonstrate the galaxy’s behavior from changing a single parameter (e.g., the gravity level of a single planet)

Considering Using: The Universe Sandbox simulation

25. Idea: Design the next Google (the next method of content and data discovery)   

26. Idea: Re-imagine a popular social media platform based on the success of another; carry design through to prototyping and/or marketing phase

27. Idea: Plan a Mars colony using current data of the Martian landscape and atmosphere

28. Idea: Create a photo documentary, then turn that into a film documentary, then turn that into a short eBook

29. Idea: Define, Analyze, and Visualize an Abstract Concept (Wisdom, Freedom, Conflict, etc.)

30. Idea: Develop a feasible response to potential asteroid–> earth collisions

31. Idea: Analyze the cause and effect of low voter turnout on both democracy, and the health of the local community

32. Idea: Re-imagine the American Constitution–or similar governing documents–as if they were designed today

33. Idea: Perform a cause-effect analysis on consumerism

34. Idea: Create and publish a weekly or monthly podcast on a self-selected topic based on market data

35. Idea: Film a documentary on an under-served social issue few people see

36. Idea: Imagine and articulate a community where neighbor-to-neighbor and neighborhood-to-neighborhood interaction was necessary to survive

37. Idea: Design a better physical book

38. Idea: Identify an emerging musical genre, write a song that fits in that genre, produce a video, design a website to promote it

39. Idea: Design a school, including new content areas, grading, collaboration, and community involvement

40. Idea: Create and manage a YouTube channel for a self-determined and authentic purpose

Considering Using: YouTube

41. Idea: Solve your parent’s problem of being too busy

Audience: Your parents, of course.

Consider Using: A mini-documentary, analytics, etc.

42. Idea: Analyze, visualize, and socialize the long-term impact of coal on the environment

43. Idea: Revise the United Nations in some way, shape, or form to better respond to international crises

44. Idea: Answer the following question: What would (insert historical figure here) say about (insert relevant social issue here)?

45. Idea: Re-conceive iTunes as an aggregation tool and player for traditional literary forms (e.g., poetry, fiction, etc.)

46. Idea: Redesign your city to reduce the need for extended commutes

47. Idea: Research all modern tools sued to provide clean water access, then design a better tool

48. Idea: Study local land regions and resources to identify a geological-based response to the Zombie Apocalypse

Consider Using: Google Earth

How Do We Raise Critical Thinkers?

via Mentoring Minds

As we venture into the 21st century, we as a society are faced with more innovation and challenge than ever before. We now live in an interconnected world, where the Internet and global communications are simultaneously uniting and isolating us as a society. How do we raise critical thinkers to best face the challenges that face our modern society? What changes in education methods should be implemented to  create a better learning environment for these budding minds? Check out this great infographic by Mentoring Minds to find out!

Click here to download an 11X17 version of the “Developing 21st-Century Critical Thinkers” infographic.