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November 30, 2009

[staff] November Staff Reflections

We here at GK hope you had a great Thanksgiving [for those of you in the U.S.]! Read what we have been doing over the past month, starting with a quick overview: Rik looks at creating a new youth program, Jason speaks about his time here so far at GK, working as a NYC Civic Corps volunteer and also gives a background to the program, Amira talks about a potential new initiative she traveled to Geneva to discuss and Rafi looks at adult versus youth learning agendas.

Read the reflections below for a more in-depth description:

As always, thanks for reading!

[staff] Adult Agendas, Youth Resistance and Understanding Why Teens Do Afterschool

Recently, I've been reading Mimi Ito's book, Engineering Play, which examines the history of the children's software movement during the 80's and 90's through a cultural lens. Wonderfully written, it unpacks how parental expectations, market forces and youth culture all played into the ways that the industry unfolded, for better or worse.

There's a lot to be said about the book, but my interest was peaked by one idea in particular that Ito spends some time on that I think has serious implications for anyone working in education and particularly those of us in the afterschool space. In discussing how youth interacted with an old Magic Schoolbus software title in an afterschool context, she noted that they would display what she calls "micro-political resistance" to adult agendas around learning.

A science-based title, the software was pretty open ended, allowing youth to explore different parts of the body at their leisure, and part of its attraction was a slick aesthetic design with regards to graphics and sound effects. Ito noted that often youth in the study would spend excruciatingly long periods of time clicking on various items in the interface that would produce "gross" sound effects, a feature that was detached from the overall learning objectives of the software, but one that amused to no end. I mean, who doesn't love making little squishing noises when clicking on semi-digested food in a virtual stomach? :)

She interprets the behavior and some of the discourse around it, however, in a political light. Youth here were rebelling, albeit to a small degree, against the adult oriented values and agendas that were at play both in the software as well as in the afterschool space. This area of "fun" was one they could validly claim as youth, while not having to play into notions of progress and achievement.

As an afterschool educator, this hit me in a powerful way, and makes me ask a lot of questions about why youth choose to engage in these informal learning spaces that often still have adult agendas embedded in them. I, for one, definitely do come to the table with an adult agenda (in the form of learning objectives) for every afterschool workshop I facilitate. How are the agendas of a program I run received by the youth that attend? How do we design these programs to avoid running completely against the grain of youth culture and interests?

I've always referred to the afterschool work we do here at Global Kids as "market based", that if youth don't want to come they won't, and we have to in some ways compete for their attention against other spaces and activities that they could be engaged in afterschool. In a way, that might have been part of our original impetus in bringing in technologies like video games, social media production and virtual worlds into our work. If youth are going to choose to do those things instead of coming to something like GK, why can't we leverage those media forms to promote engagement with the kinds of ideas that we value? Youth are playing a game, why can't they design one about an issue they care about?

I definitely don't have an answer to this dilemma of conflicting adult and youth agendas, but definitely think that a couple of things can be kept in mind for those of us working to educate young people. Above my colleague Molly's desk is a little piece of paper that has the words "Solidarity, not Charity" scribbled on it. I've always appreciated it, and interpreted it as a sort of reminder that the work that we do here really shouldn't be about our presumptive agendas but rather about finding a common space between our own values as human rights educators and the values and interests of the youth we work with, and have that be the starting point for the work we do together. I believe that if we do this well we can minimize, if not eliminate entirely, those parts of our program designs that youth might feel the need to rebel against.

Training for Educators on Games-based Learning this Friday at Global Kids HQ

Tempest in Crescent City Game screenshot
This Friday, December 4, Global Kids is leading a Games Based Education Training for educators at our headquarters in New York City. If you are a school teacher, librarian, youth worker or other educational professional that would like to learn about our innovative approach to learning using digital games, we highly encourage you to sign up!

Since 2002, Global Kids has been a leader in the use of online games to promote global awareness, engaged citizenship, and 21st-Century learning skills. In this training, educators will learn how to use online games that directly or indirectly address core literacy and content areas, and how to use free, web-based tools to support students in designing their own games.

For more information or to register, please call: 212-226-0130 or e-mail pdtrainings@globalkids.org. The official announcement follows after the jump...

Register Now for Global Kids' Games Based Education Training

Friday, December 4, 2009

Since 2002, Global Kids has been a leader in the use of online games to promote global awareness, engaged citizenship, and 21st-Century learning skills. In this training, educators will learn how to use online games that directly or indirectly address core literacy and content areas, and how to use free, web-based tools to support students in designing their own games.

Can't Make it on Friday? Register for a Different Training

Creating a Safe Space - Cultural Diversity - Thursday, December 10, 2009
Incorporating Digital Media into Your Curriculum - Tuesday, January 12, 2010
*Scroll Down for More Details on these Trainings*

All trainings are offered at $75 per person with a discounted rate of $50 each for two sessions or more. Trainings will take place from 9:00 am to 3.00 pm at Global Kids' Center for Global Leadership, located at 137 East 25th Street, 2nd Floor, New York, NY 10010.

For more information or to register, please call: 212-226-0130 or e-mail pdtrainings@globalkids.org


Creating a Safe Space - Cultural Diversity
In our increasingly multicultural and globalized society, it is imperative that young people develop the skills and attitudes needed to interact effectively and respectfully with people whose backgrounds and experiences are different from their own. This training will equip educators with strategies for promoting positive intergroup relations and creating caring communities; examining stereotypes and learning to appreciate their own and other cultures; building skills in bias-awareness, critical thinking, problem-solving and team-building; and infusing caring community concepts into the curriculum and learning environment.
Date: Thursday, December 10, 2009

Incorporating Digital Media into Your Curriculum
This training will equip educators with the knowledge, skills, and resources they need to introduce innovative digital media and technology tools into their curriculum and learning environments. The training will offer a hands-on introduction to the educational potential of serious gaming, social media and virtual worlds and how they foster community, creativity, collaboration, and civic engagement. All participants will leave with a broad understanding of the educational potential presented by a range of digital media, ideas about how they can incorporate these tools into their programs, and concrete next steps for planning and implementation.
Date: Tuesday, January 12, 2010


Global Kids has twenty years' experience working with NYC public schools. We provide curriculum resources and training for teachers, administrators and youth workers, and we work directly with students in the classroom and after school. Trainings will be facilitated by Global Kids' staff members who are highly skilled educators with extensive training and experience in international affairs, youth development, service learning, leadership development, interactive and experiential learning, violence and bias prevention, and youth-created digital media.


For more information or to register, please call: 212-226-0130 or e-mail pdtrainings@globalkids.org

For a complete list of offerings, please click here.

Global Kids
137 East 25th St. • 2nd Floor • NY, NY. 10010
info@globalkids.org • 212.226.0130 • www.globalkids.org • www.RezEd.org

November 25, 2009

[conf] Report on Fall 09 Roundtable on Virtual Worlds and Nonprofits

VWCB fall09 group shot
On November 12, Global Kids hosted a Fall 09 Roundtable on Virtual Worlds and Nonprofits on MacArthur Island in Second Life (teleport link).   Representatives of five leading nonprofit organizations gave brief presentations on their initial explorations of Second Life and other virtual worlds, and how they are thinking of integrating these virtual tools into their organizations' respective missions.

Specifically, the following organizations presented:

Each of these organizations had just completed the Global Kids' Virtual World Capacity Building Program, a four-week intensive exposure to virtual worlds for public good institutions. The following are my rough notes from the presentations.

Thanks to the 50 participants who came to the roundtable, to the MacArthur Foundation for supporting this project, and our awesome presenters Mark, Bruni, Theresa, Emma, John and KC!

Facing History

KC Swopes and John Englander of Facing History and Ourselves presented first. They began by presenting a short video about Facing History.  John described Facing History as a professional development organization the works with a network of 28,000 teachers around the nation. They teach kids about history, that history isn't inevitable, but created by choices people make.

KC described an online workshop on civic dilemmas  they recently ran, focused on the French headscarf debate. (See "What Do You Do With the Difference" and "Stories of Identity" Religion, Belonging and Migration in a Changing World.)

What would it be like to have our 250 people participants talking with each other live about these issues?   We are doing this workshop again. We are thinking of using an SL space to facilitate those conversations.

We also have a touring  real world exhibit on "Choosing to Participate." We are thinking about creating a virtual exhibit to echo the real world one.

Jacob Burns Film Center

Theresa Dawson of Jacob Burns Film Center presented next, beginning with a video about the Center. The Jacob Burns Film Center is a nonprofit cultural arts center, presenting best film and documentary media, teaching 21st century skills and making film a vibrant part of the community.

We have a program that works with incarcerated youth where we have them produce videos (read press release).  We also do nonprofit professional development, teaching nonprofits how to use film in their work (read press release). I think that either program might work well in a virtual world setting.  What do you think might work better?

My discussions about virtual worlds with my staff have been very interesting. I was talking with our director of internet programs about coming into SL with me: "That's such a slippery slope for me. If I log in, I'll get all involved in finding good hair. I don't dare get back in because I have no self-control."

Other staff members told me that they had installed SL and wandered around a few times, but forgot their password and didn't come back. My executive director is actually inworld today, to give you some idea of our interest in this space. So my question is how have you gotten your staff, members and board interested in virtual worlds, and how?

What really interests me about SL is the potential for participatory culture where notion of where you are in the world is not a bar to making media.  But I do have to ask how steep is the learning curve for other nonprofits?  And do other nonprofits really use SL as a tool for action?

Digital Democracy

Mark Belinsky of Digital Democracy presented next about their experience in virtual worlds and new media. Digital democracy empowers human rights activists around the world with technology.

I was working on the border of Thailand and Burma with youth democracy activists. There we found a correlation between internet access and self-identification of "activist." We are interested in supporting activists like these with tools to help them do their work.

VWCB fall09 Mark Belinsky of Digital DemocracyOur SL interest comes from hearing about the virtual Camp Darfur. We were interested in moving beyond an exhibition to direct connection to refugees.

In a refugee camp I worked with youth on a photo project where they chose the topic. (see Video about Digital Democracy "Project Einstein"). We created a Digital Pen Pal program between youth in schools in US and youth refugee camps. We would love to have a wall in in SL where people could post questions and messages and those could be answered by refugees.

We are working with Eyebeam to develop a virtual classroom where youth can communicate their stories to a larger world.  But in countries with minimal tech access, what is the possibility for interaction in these spaces?  Cell phones, cameras, other mobile tools.

We are creating a small space to exhibit some of their projects in SL (Teleport link .)

Eyebeam

Next up was Emma Lloyd of Eyebeam Art and Technology Center. Eyebeam is a leading nonprofit tech center in the US dedicated to exposing new audiences to new technology and media arts while demonstrating new media as genre of cultural production. We support residencies and fellowships, educational programs for youth, artist professional development, public programs and exhibitions.

We have a long standing presence in SL (Teleport Link to Eyebeam island.) We have an artist recreating Warhol's "factory" in SL to see if he can garner the same kind of community that Warhol drew in NYC.   We also have a virtual sweatshop that produces real world jeans to explore issues of labor, exploitation and value.

Some questions that I have:

  • Is this a useful venue for disseminating our public events to audiences not located in NYC?
  • Could we run educational series through SL to hit a different group of students?
  • Could we showcase projects created at Eyebeam?
  • Could we use SL to reach our alumni around the world? Developing community around Eyebeam seems key within this environment.
  • I imagine that creating programs in SL takes a lot more time that organizing real world programs.  And it requires maintenance and attention over time.  How do people manage this?

International Center for Transitional Justice

Bruni Burres of International Center for Transitional Justice was our final speaker. ICTJ was founded to assist societies emerging from conflict through legal and non-legal assistance. 

We feel it is important to involve victims and the larger public in the process of transition. You need to make their stories come alive so people an engage with them. "Pivot Pictures" tells stories with documentaries, radio, theater and possibly with online and interactive media. Stories need to reach audiences to have an impact.

We have a longstanding project in Columbia where we are assisting the truth commission there. We are producing a documentary the deals with issues of impunity and the rule of law and is aligned with a campaign focused on youth. (Video about ICTJ's Columbia Project.) How do we engender engaged audiences to connect with this powerful media?

[staff] Travel to Geneva for National Development Leadership Initiative

Last week I had the opportunity to travel to Geneva, Switzerland on behalf of Global Kids to support the planning process of the National Development Leadership Initiative (NDLI); a venture spearheaded by Lynn Gray, a good friend of Global Kids’ Founder, Carole Artigani. The Initiative seeks to work in a variety of countries to support the young people in the most marginalized pockets of society to become empowered through development training. By giving these young people access to the skills and expertise pertaining to development practices, the initiative aims to transform these very capable young people into development assets who through the process, will not only gain hope for their own future, but will also partake in the success and positive growth of their country’s future.

We met with representatives from UNDP, UNAIDS, UNITAR, WFP, UNICEF, and others to move towards a joint partnership in the initiative. In those meetings, I wore two hats. First, as a representative of Global Kids, a youth development organization that works with around 16,000 underserved young people from different parts of the world each year. Wearing this hat, I sought to explore how our youth development expertise could be leveraged in supporting youth in other countries through our professional development, curriculum expertise, and experience in engaging youth through innovative uses of technology.

I also found myself very aware of my second hat, that of a young person myself, curious and dedicated to the world that is changing around me.

I wore the hat of a person under the age of 30, like the majority of the developing world, with strong roots in the Middle East and an ingrained belief that ALL young people have the will and capacity to succeed and contribute to the world. I also felt acutely aware of the access that I’ve had to limitless opportunities as a result of being raised and educated in the U.S. I spoke as a young person who has never encountered a glass ceiling that may have inhibited my growth, or defined me as a person, as would have been the case if my family hadn’t emigrated from Egypt. In many ways my own personal sense of history and opportunities is why the meetings last week in Geneva felt so important to me.

I often think about how fortunate I am to have our organizational values at Global Kids and my own person values align so seamlessly. I have written elsewhere about how Global Kids’ youth development approach is similar to the experiential learning practice that saved my own educational experience. I believe in our work at GK. I know from my own personal trajectory as a learner, that it wasn’t until I had exposure to an assets- based approach, based on my own interests as a learner, that my needs were met. This youth development approach is very transferable to the world’s youth. By its very nature, it is situated within particular cultural context, and addresses all people as assets, not deficits, and as contributors and creators to the world around them. If we can mobilize the partners we met with last week in Geneva and secure funding, I think NDLI has the potential of reaching into the most at-risk corners of the world and creating hope and catalyzing a generation of changemakers. The initiative could also forge a new step forward in truly globalizing Global Kids. I look forward to being a part of this possibility.

November 24, 2009

[staff] What is the New York City Civic Corps?

Hello everyone I decided to blog about the NYC Civic Corps Program and the purpose of the program, as I know people are kind of unclear about the program. I wanted to provide some info on the Civic Corps Program. I hope this is helpful!

"The NYC Civic Corps supports nonprofit organizations and City agencies that want to use more volunteers, but struggle to manage and support sustainable volunteer programs. Our City's supply of ready-to-serve citizens outstrips the ability of our public and nonprofit sectors to accommodate them. The NYC Civic Corps is tasked with correcting this imbalance.

Corps members are dispatched to local organizations for one year with the charge of developing sustainable volunteer programs and organizational capacity. The ultimate goal of the NYC Civic Corps is to engage more New Yorkers in efforts to help our neighbors and tackle our toughest challenges." See the website for more information on the program.

Kelly and I are working in two different departments here at Global Kids and our overall goal is to create efficient sustainable programs and databases. Kelly is currently working on creating sustainable alumni programming. I am currently working with the Online Leadership Program (OLP) to create a sustainable conference database, do some research and networking with partner organizations, and produce an accurate 10-year timeline for OLP. The timeline will focus on key events such as news, events, and accomplishments throughout the last decade of OLP.

I decided to become a Vista because I really believe in the Vista approach and mission. I have always been interested in social/community work, but up to this point I had not found a program that fit my interest. I am generally interested in hands-on service and building a rapport with the individuals that I help.

The Vista Program is beneficial for all parties involved: Vista members get valuable work experience, organizations get much needed help, and we are helping to strengthen our community. It feels really good to be apart of something as historical as this: New York City is the first city to answer President Obama’s call to service.

Below are the actual logistics of the Program:

• Average age of corps members: 26
• Youngest corps member: 21
• Oldest corps member: 72
• Gender: 67% female, 33% male
• Members born in the US: 177, 89%

Countries represented (of those born outside the US): China, Colombia, Cote d'Ivoire, Guatemala, India, Italy, Japan, Mexico, Myanmar, Netherlands, Nigeria, Philippines, Poland, Scotland, South Africa, Togo, Ukraine, and United Kingdom

Members from NYC: 93, 47%
Brooklyn: 25, 27%
Bronx: 13, 14%
Manhattan: 36, 39%
Queens: 17, 18%
Staten Island, 2, 2%

Members from NYS: 136, 68%

Other states represented: Arizona, California, Colorado, Connecticut, Florida, Georgia, Idaho, Illinois , Indiana, Louisiana, Massachusetts, Michigan, Missouri, Nebraska, New Hampshire, New Jersey, Ohio, Pennsylvania, Tennessee, Texas, Virginia, Washington, Wisconsin, West Virginia.

Host organizations for NYC Civic Corps
• Amigos del Museo del Barrio
• Bedford Stuyvesant Restoration Corporation
• Big Brothers, Big Sisters of NYC
• Broadway Housing Communities
• Catholic Big Sisters and Big Brothers
• Catholic Charities NYC
• Citizens Advice Bureau, Inc.
• Citizens Committee for New York City
• Common Cents New York
• Community Environmental Center
• Community Health Action of Staten Island
• Computers For Youth Foundation, Inc.
• CUNY Citizenship and Immigration Project
• d/b/a Spoons Across America
• The Doe Fund
• Doing Art Together, Inc.
• DOROT, Inc.
• Elmcor Youth & Adult Activities, Inc.
• Episcopal Social Services of New York, Inc.
• FDNY Foundation
• Federation Employment and Guidance Service, Inc. (FEGS)
• Food Bank
• From Farm to Table, Inc.
• Girls Incorporated
• Global Kids
• Good Shepherd Services
• Harlem Congregations for Community Improvement
• Jewish Association for Services for the Aged
• Jumpstart
• Learning Leaders, Inc.
• Legal Information for Families Today (LIFT)
• Long Island City Business Development Corporation
• Mentoring USA
• Mid-Bronx Senior Citizens Council, Inc.
• Moshulu Preservation Corporation
• New York Cares
• New York Legal Assistance Group
• NYC Department for the Aging
• NYC Department of Consumer Affairs, Office of Financial Empowerment
• NYC Department of Cultural Affairs
• NYC Department of Education
• NYC Department of Health and Mental Hygiene
• NYC Department of Parks & Recreation
• NYC Housing Authority (NYCHA)
• NYC Mayor's Office of Operations
• Phipps Community Development Corporation
• Planned Parenthood of New York City, Inc.
• ReServe Elder Service Inc.
• Safe Horizon
• SCO Family of Services / Center for Family Life
• Union Settlement Association, Inc.
• United Way of New York City
• University Settlement Society of New York
• Visiting Nurse Service of New York- Time Bank
• Year Up!
• Young Men's and Young Women's Hebrew Association of Washington Heights
• YWCA of the City of New York


[conf] Video from the "Power of Youth Voice" Public Forum in Philly & Second Life


Last Wednesday, November 18, Global Kids had the honor of helping produce the "Power of Youth Voice" public forum at the Academy of Natural Sciences in Philadelphia, PA.

For those that were not able to attend the simulcast or real life event, it has now been uploaded to Youtube by the MacArthur Foundation.

Power of Youth Voice in Second LifeIt was a neat event to be involved with, bringing together some of the leading figures in the digital media and learning field from the National Writing Project, the Digital Youth Network, Media Education Lab, and the MacArthur Foundation, together with a couple of hundred real world participants, and another 150 or so participating via Second Life and the web.  It's great seeing the kind of innovative work being done with youth across a range of social media, around the United States, in a variety of formal and informal settings.

Due to the time, I was only able to transmit a couple of the questions submitted from the virtual audience, which you can see here.  More pics from the virtual event are here.

Thanks, everyone, who came and participated! And thanks to the National Writing Project, the Woodrow Wilson Foundation and the MacArthur Foundation for involving Global Kids in this great event.

November 23, 2009

[staff] "Transmedia Challenge" Game Show for New Media Education

World series of tubing225 This weekend, I got to watch and participate in the "World Series of Tubing" an augmented-reality game show that pits two contestants in a competition to see who can present the most popular YouTube viral video before a live studio audience. It was a wacky good time, but it also made me think about possibilities for integrating this kind of game into our youth media programs at Global Kids.

The World Series of Tubing involves the players choosing a viral video to pit against the other person's pick.  The judgments of the audience are based on pure emotional hooks, which one entertains more.

But I think there are ways to adapt this social media game framework to a youth education program in ways that would be fun and engaging.

The "Transmedia Challenge" would be designed to help young people think critically and strategically about what messaging and content comes through in the various media they consume and how to make thematic and narrative connections across media.

I could imagine a group of young people broken up into teams to strategize and work together. Then each team would send in one player for each round.

The rounds might be designed around both particular kinds of social media and around particular themes or topics.  Here are some sample rounds:

  • Find an online photo that demonstrates the idea of "justice"
  • Find a digital game that demonstrates the idea of "family"
  • Final a viral video that demonstrates the idea of "depression"

Teams decide together on their best pick, and then present them to the game show host.  The winner might be decided by an audience or panel of judges.

For two finalists, they would enter a "bonus round" involving mixing together different kinds of media.  Each team would be given a story to tell using multiple kinds of social media, which they would narrate using three different samples.

Some possible story ideas: "a modern fairy tale," "a murder mystery." "a trip diary."

The youth would have a limited amount of time to put together music, photos, art, games, videos, or any other kind of social media to tell their story.  The media might tell the story itself, or it might illustrate the story that they would tell orally.

This might be a fun culmination of a semester or year-long exploration of social media by young people, as a way of demonstrating their learning.

Supported and hosted at the always awesome at Eyebeam Labs, you can find out more about "World Series of Tubing" art/tech project here.

November 20, 2009

Vote for Global Kids to win $1 million in Chase Community Giving Challenge

Chase hand-bannerHere's an exciting opportunity! Global Kids stands to win $1 million in a competition on Facebook by Chase Community Giving. But we need your votes to win! Voting takes less than 60 seconds, please click here to VOTE FOR GLOBAL KIDS NOW!

Want to know how your vote for GK can make a difference? Read about the life-changing experience of GK alumna Joliz Cedeño, featured recently on the Huffington Post.

Just a click, that's all we ask.

November 19, 2009

[teen/conf] Google Conference

Hello Again,
This blog is about the Breakthrough Learning conference Rafi, Barry, Nafiza and I attended. Primarily focused on Technology and the use of media in classrooms, this conference was held in Mountain View, California on the 27th and 28th of October, 2009 at Google's headquarters. Through out the conference there were many interesting speakers who ranged from professors from the University of Maryland to people who worked for the company that produces Sesame Street, to the one of the Co founders of Google Sergey Brin, even Grover from Sesame Street visited for a bit.

There were also some other teens and pre-teens there. There was a teen named Rosie from a group called BAVC (Bay Area Video Coalition). Also from that group was Carlos and Robert. From MOUSE was Tyler, Michael and Pablo, and from International Children's Media Library was Dana ( she's 10). Dana was the only child that presented a question to the firstt panel of speakers. Her question was "I like music, but have trouble in Math. How can media help me in that situation?" At that moment it seemed like the conference turned into a political arena with the skill that these people avoided answering her question (at least not directly).

We did a play at the end of the conference in which we got to work with one of the greatest scholars that you can find in the world of media, James Paul Gee, before we led the adults to the 'Tech Playground' which was filled with technology, i.e, video games/ other computer related games that had not come out yet.

Over all it was a lot of fun, I was glad that I got to go.

Shonette

November 18, 2009

[RezEd Podcast] Episode 44

RezEd Podcast Episode 44 - Discussion with new platforms and tools for educators: SL Enterprise, Heritage Key, Edusim

(WORLD) The forty fourth RezEd monthly podcast, produced by MediaSnackers with Global Kids.

Terrence Cummings, Linden Lab


Terrence Cummings is a former consultant at McKinsey & Company, and helps to shape corporate strategy for Linden Lab.  This work includes analyzing potential partnership opportunities and customer acquisition efforts for organizations looking to develop solutions using the Second Life platform.  He focuses primarily on educational customers, and the organizational use of Second Life as an e-learning platform (http://www.secondlife.com).

Jon Himoff, Rezzable


Jon  probably watched the Matrix too often and thinks often about how the online experience will continue to change to be more about how people want to interact with information and each other. Rezzable, well-known for the beloved Greenies Home, which has hosted more 2.5 million visitors, has ventured off the SL grid with Heritage Key (http://heritage-key.com) a new online community inviting visitors to GoVirtual and experience the wonders of King Tut's treasures and other ancient world artifacts.

 

Rich White, Greenbush Educational Service Center


Rich White serves as a senior applications designer and developer at the Greenbush Education Service Center in Kansas (http://labs.greenbush.us) focusing on social and 3D virtual world & immersive education projects for the K-12 student population.  Rich is also a member of the OpenCobalt development team and the Immersive Education Consortium design team.



Download the episode here.


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November 13, 2009

[p4k] Report Finds Program Effectively Trains Educators To Teach Game Design

NEWS RELEASE
137 East 25th St. New York, NY 10010

www.globalkids.org

212-226-0130

LIBRARIES AND COMMUNITY CENTERS USE GAMES TO INSPIRE YOUTH TO TAKE ACTION

Report Finds Program Effectively Trains Educators To Teach Game Design

Selen Turkay, a doctoral student in the Instructional Technology and Media program at Teachers College, Columbia University, recently prepared an independent evaluation of Global Kids’ Playing For Keeps Capacity Building Program, which trains educators to combine games and social issues in their work with youth.

The findings, based on 45 interviews with educators from the New York public libraries and Boston-area housing projects, revealed that Global Kids successfully prepared youth workers to inspire and guide teens to learn and create game prototypes about social and global issues.

The program gained momentum and support as an invaluable teaching tool. Elaine Charnov, Director of Education, Programs, and Exhibitions at the NY Public Library, enthusiastically praised the effort. “In addition to the rich content ranging from media consolidation to drug trafficking, students gained invaluable experience from the challenge of team learning. The thoughtful design and the dynamic teaching and training methods of Global Kids staff set a high bar for future teen courses.” Jeanette Boone, of the Four Corners Community Center, Boston, reported, “The program showed how I can help kids to think wider and broader and gave me a way to rethink how to keep kids engaged, while being innovative and creative.”
Playing For Keeps, one of Global Kids’ most successful digital media programs, motivates youth to think critically, explore critical global issues and design their own games while increasing 21st Century skills, with support from the Surdna Foundation, the Microsoft Corporation, the Nathan Cummings Foundation, the MacArthur Foundation and the AMD Foundation. Since its inception three years ago, teams of NYC urban youth have designed online games played millions of times by young people around the world. This year Global Kids expanded the program by training youth educators in branches of the New York Public Library and technology centers in Boston-area housing projects.

The evaluation process included discussions with educators to determine its effectiveness. The interviews disclosed that facilitators were able to increase many students’ understanding of game content and game design while becoming more aware of social issues. Game interaction and discussions during workshops provided an engaging context to additionally explore serious global issues.

The program’s most important critics are ultimately the students, who overwhelmingly responded by gaining new skills while integrating art and societal concerns in a productive, engaging, innovative and inspiring learning environment. “We wanted to design this because we didn’t want anybody else to think we had the wrong idea of what genocide was,” said one teen designer in New York City. “We know what it is; we know how it impacts the world. So we wanted to show it both through our art and through our game.”

For more information about Global Kids’ Playing For Keeps Capacity Building Program, please visit: http://www.playing4keeps.org. To receive a copy of the evaluation, contact us at info@globalkids.org.

***
About Global Kids, Inc – www.globalkids.org.
Founded in 1989, Global Kids' mission is to inspire and educate urban youth to become successful students and global and community leaders by engaging them in socially dynamic, content-rich learning experiences. Through its leadership development and academic enrichment programs, Global Kids educates youth about critical international and domestic issues and promotes their engagement in civic life and the democratic process. Through professional development initiatives, Global Kids provides educators with strategies for integrating experiential learning methods and international issues into urban classrooms. Over ninety percent of the high school seniors who participate in Global Kids’ leadership programs graduate from high school.

November 10, 2009

[conf] Second Life Roundtable on Virtual Worlds and Nonprofits this Thursday, November 12

VWCB-roundtable-logo-450.jpg
This Thursday, November 12, Global Kids is hosting a Fall 09 Roundtable on Virtual Worlds and Nonprofits, from 12-1:30pm PST on MacArthur Island in Second Life (teleport link).   Representatives of five leading nonprofit organizations will give brief presentations on their initial explorations of Second Life and other virtual worlds, and how they are thinking of integrating these virtual tools into their organizations' respective missions. Afterward, there will be an open discussion about the applications of virtual worlds for various public good purposes.  The event will close with a casual mixer / dance party!

Representatives of the following organizations will be presenting:
Each of these organizations has just completed the Global Kids' Virtual World Capacity Building Program, a four-week intensive exposure to virtual worlds for public good institutions. The event will be moderated by Global Kids and take place at the MacArthur Island Amphitheater (click here to teleport.)

November 6, 2009

[VVP] Behind the Research: Students Use Digital Tools to Tell a Real Child Soldier’s Story

The MacArthur Foundation recently published a series of articles to the "Behind the Research" section of their Spotlight on Digital Media and Learning site which highlighted some of our programs both past and upcoming.

Below you can read the article entitled "Behind the Research: Students Use Digital Tools to Tell a Real Child Soldier’s Story" by Mac Montandon.

Behind the Research: Students Use Digital Tools to Tell a Real Child Soldier’s Story

The Museum of the Moving Image and Global Kids Join Forces to Teach History.

Who learns more about history and current affairs, a student reading about Uganda in a text book, or one who talks to a former child soldier by Skype and makes a Second Life movie about his and his fellow soldiers’ lives? No question. Yet not everyone has this kind of learning opportunity in a classroom. That’s where museums come in.

Museums have become important nodes on the network of learning that kids navigate today. Few museums are better equipped to handle this new role—and to do it largely with new media and technology—than the Museum of the Moving Image in Queens.

Technology is, after all, an intrinsic part of the museum-going experience there. A viewing of, say, 12 Angry Men precedes a discussion of the contemporary legal system. Charlie Chaplin’s The Immigrant provides a jumping-off point for talking about immigration issues.

“We think you can use digital tools in a more efficient manner when you are lucky, like we are, to have them as a subject,” says Carl Goodman, the museum’s Senior Deputy Director. “A science museum, for example, might be limited to using software that is related to their subject of science, as they should be.”

Digital tools were very much the subject not long ago when 25 high school students from Global Kids, focused on expanding educational opportunities for urban youths, joined forces with the Moving Image Museum on an intensive machinima project. For Global Kids, this meant using the 3D engines of Second Life, rewriting code to turn characters into cameras, and then using those cameras to make a film. If it sounds complicated, that’s because it is.

“It is very difficult and technologically complex,” Goodman says. “But we’ve found that often kids instinctively get this stuff more than adults do, like, ‘of course you can do this!’”

A project of this scope would not be possible in most of the city’s public schools. For one thing, not many schools could handle the broadband oomph required to power 25 MacBook Pros that were, as Goodman put it, “all sipping through the same straw.”

“Students in schools often deal with outdated technology,” Goodman notes.

The film these Global Kids decided to make was called A Child’s War, a nearly seven-minute look at the horrendous situation of children who are abducted by criminals and made to fight as soldiers in Uganda. I recently watched the video on YouTube (joining almost 12, 000 others) and was struck by how, despite the use of rough, Second Life animation, the production still packs an emotional wallop.

In working on the film, the 25 students conducted extensive research and even met the former child soldier who narrates the story.

“They used new media to connect with topics that they might not have otherwise from just reading a newspaper,” says Goodman.

While Goodman is clearly enthusiastic about the role digital technologies can play in the future of museums, he does not consider them an educational panacea nor does he imagine a time when the digital will replace the physical.

“This is sort of controversial but I don’t think we can use these new technologies to bond a visitor and an object,” Goodman says. “It’s not technology that brings people closer to an object. There’s a story there, a history and people tend to bond with an object for no rhyme or reason. But we can take that moment as a starting point and, with the new technologies, enhance a visitor’s interest in that object.”

November 5, 2009

[I Dig Science] Dig It: Field Museum & Global Kids Team Up to Send City Teens on Virtual Fossil Dig

One of the other recent MacArthur Foundation Spotlight on Digital Media and Learning posts, highlights a video about the I Dig Science Programs that Global Kids ran in partnership with the Field Museum in Chicago.

You can watch the video below or view the original post here.


I Dig from Spotlight on Vimeo.

Teens in Chicago and New York went digging for fossils in Zambia this summer, without leaving home, thanks to a technology enhanced science camp run by Chicago’s Field Museum in partnership with Global Kids. Watch the video produced by Ben Wolff.

[Edge Project] Learning at the Edge: Transforming After-School Spaces into Learning Networks

The MacArthur Foundation recently published a series of articles to the "Behind the Research" section of their Spotlight on Digital Media and Learning site which highlighted some of our programs both past and upcoming.

Below you can read the article entitled "Learning at the Edge: Transforming After-School Spaces into Learning Networks" by Sarah Jackson, which brings up some of the focus of the newly launched Edge Project.

Behind the Research: Learning at the Edge: Transforming After-School Spaces into Learning Networks

Global Kids takes digital tools to kids’ hang out spaces to help institutions like museums adapt to a changing learning landscape and attract youth.

As schools still struggle to integrate web 2.0 technologies, kids are going online, texting and playing games on their own time.

How can these new media tools be used for learning outside of school?

As scientist and educator John Seeley Brown says: “To transform the core, start at the edge.”

The edge, in this case, are places kids go between school and home: hang-out spaces, after-school programs, libraries, museums. Like schools, some of these institutions also need help adapting to new media. With its new Edge Project, Global Kids is introducing some of these spaces to new learning tools. The New York City-based after-school program will provide institutions with practical models and training sessions on using virtual worlds, games and social media for learning.


Global Kids intends to pilot eight short-term demonstration projects in juvenile justice systems, the New York Public Library, MOUSE Squad youth programs, the Holocaust Memorial Museum, and the Field Museum, among other places.

Global Kids also hopes to encourage educators to use new media to challenge their organizations’ culture and practice, says program director Barry Joseph.

“We are interested in the liminal space created when an institution or an educator decides to challenge their program design or pedagogy through a specific application of digital media,” Joseph explained in an interview.

“Whether the institution has a long history with digital media-based programs, or they consider themselves luddites, in both cases we’ll be working with them on the edge of their comfort zone - whether as an institution challenging its assumptions about what learning should look like, or as an individual pushing up against the role they have with learners.”

See Joseph’s recent blog post at Breakthrough Learning in a Digital Age for an interesting look at various approaches Global Kids has undertaken to help kids expand their learning networks.

[conf/teens] The Breakthrough Learning in a Digital Age Forum

Hi! This is Nafiza Akter, and I was one of the youth attending the Breakthrough Learning in a Digital Age Forum. This forum was put together, as far as my understanding goes, to look at how technology could be used and incorporated into the current educational system for the benefit of the students. The nine youth that attended, organized by Global Kids, all helped to incorporate actual youth voices into the forum since the entire event was based around how technology could be used in the educational system that we have been receiving and experiencing. The event was held at the Googleplex, which, as you can imagine, was more reason to why no one would want to miss an opportunity to attend this event.

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Shonette and I arrive at the GooglePlex

The Breakthrough Learning Forum wasn't at all what I expected it to be. First of all, I was under the impression I would see Google—but I didn't even get a tour! It's so funny because I was in a couple of the buildings that were a part of Google, but I didn't really get to see it as an entirety (this was me being dramatic). However, I got to experience Google. Sounds funny, doesn't it? Although I didn't get the whole "wow" factor tour of the Googleplex, I did get to see what their employees are like when they are just hanging out with one another, or hard at work—and I also got a chance to see Sergey Brin speak. Most importantly (I think for everyone who attended) we got to experience the snacks at Google—I say this because the entire mass of snacks laid out in the morning were just about poof—gone by around 4PM. I have to admit though, the Pocky were very tempting. I just can't help but remember Shonette constantly telling herself "Cheese is good for you" and "Chocolate is good for you" (how often do you see a treasure chest filled with chocolate coins?). You would wonder why in the world Google would be promoting morbid obesity, after all, I'm sure somewhere out there are statistics that find a correlation between being fit and working better...but then you realize the snacks are definitely balanced out with all the sports, activities, and the masses of people that bike to work. Anyway, the most impressive thing at the Googleplex for me was the T-rex that was surrounded by flamingoes!

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Shonette and I with the T-Rex!

I have to admit that I was impressed with Sergey Brin—not only because he sounded smart and was smart (I think it's relatively important to separate the two), but because he said something that was strikingly true. My generation has been labeled over and over as apathetic and lazy, but Sergey, in my opinion, said something that explained the mentality a bit better. I can't quote him exactly, but he said that many of us had this existential perspective on life, and he used the example of him seeing his goals as a child as "just over the hills" whereas many of us see our goals as over a massive mountains. There is definitely a feeling of "Yes, it's possible, but definitely not probable". I'm definitely one of these people, I'm not one to see myself as someone who is any more likely to become someone extraordinary than all the other 6 billion and whatnot people. However, I do think Global Kids does try to encourage the idea that anyone has just about unlimited potential, and can attain anything and everything that they set their mind to. I can't help but admire the self-confidence and motivation of many of the Global Kids youth leaders because when one of them says that they want to be the Secretary General of the United Nations—they really do mean it and truly believe that at the end of horizon awaits their dreams. It must be an extraordinary feeling that many of us miss out on because we feel constrained by what is realistic.

I must say because of this outlook on life we end up taking for granted a lot of the things we do get to have. We have so many resources that many children around the world don't get to have—first and foremost, we have the basics: food, water, clothing, and shelter. We definitely don't have the best educational system, but we have one that'll at least require us to get some form of an education. I can't speak to for everyone, but I have been blessed with some of the most wonderful teachers and educators, ones that have gone beyond what is expected of them for me. And, I can't imagine what this would sound like to a child in a "Third World" Country, we have people that will design and attend a forum on using and incorporating digital media into the educational system. We take all of this for granted, really, and how bewildering, if not outrageous, that must sound to some child that works all day and night, and prays of having some sort of filling meal sometime soon. It must be the most amazing experiences to see one of these children smile—to hear about their dreams, to see hope in their eyes after facing all the harsh realities that could possibly exist.

I bring this up because while I was at the Forum I remembered discussing with one of the attendees that I ran an event on Teen Second Life streaming Ishmael Beah, a former child soldier, speaking about his book (and I constantly forget all the things I've done with Global Kids, so I need to come up with a list). Ishmael Beah really has one of the most cheerful smiles that I have ever seen, and it really is amazing because he has been through so much and he can still stay so optimistic and happy. So although, understanding this, I still do not consider myself any more extraordinary than the next person, I must admit that I have been given so many extraordinary opportunities thanks to Global Kids. I say this on behalf of many of the teens that have worked with Global Kids because GK definitely puts effort into giving us opportunities that not many people get to have—and I am very grateful for that. It's funny because all the opportunities that have been presented to me are always so unexpected—I definitely didn't expect an email asking, "Hey, how do you feel about attending the Breakthrough Learning Forum at the Googleplex". It didn't really occur to me that getting the opportunity to go to this event was particularly exceptional until someone said that they would give up concert tickets to see their favorite band and put down everything that's going on in their lives just to have the opportunity to go to this event. So I'm very fortunate to have the opportunity to go, especially since I got to meet a lot of great adults as well as teens.

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The Youth Team presents their skit about digital learning at the Forum

So of course, one of the main parts for the teens was the skit we worked on to invite the attendees to go to the Tech Playground to check out the different breakthrough learning technologies provided. The best part about this was first coming up with the skit, which actually did take some creative thinking. For those who missed it, the skit was about a bunch of teens attending a meeting of "Misunderstood Media Teens" and we all gathered together to talk about our grievances as far as adults not understanding how we use technology in our lives, and also talking about how organizations like Global Kids, Mouse, and BAVC encourage the use of different forms of digital media. Since we felt like many adults weren't listening to us, I found this application (iJim) that turned one of us into the games and learning scholar James Paul Gee. However, when one of us turned to James Gee, he realized that adults do care to listen to what younger people have to say. So we used the iTouch to time travel (using iTimeTravel) into the Breakthrough Learning Forum to ask everyone attending to join us at the Tech Playground [Disclaimer: please do not get your hopes up, technology has advanced, but not that much; therefore, these iTouch applications are not real]. I thought it was very cute, and it was fun because we got to do a lot of fake and exaggerated/amateur acting. Plus, it gave us a lot of time to interact with James Gee throughout the event, which was great because he really is an awesome character—and what I mean by that, you can only understand by meeting him. One of the things that James Gee said that I felt like I could most relate to was that we learn through failure. I definitely think it is very true—failing is a great way to learn. Especially in games, where there are really no consequences to failing and you simply play again and learn from the game itself and eventually create this formula that you use to get through the game if you choose to ever restart playing it.

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The Youth Team from Global Kids, BAVC and MOUSE with James Paul Gee

One of the presenters that really stuck out to me was Mimi Ito because she talked about how young people took their interests in digital media and completely expanded their knowledge and skills off of it. She talked about someone who was interested in Anime Music Videos, who became inspired by a video created by a fellow fan and decided to then go onto creating his own. After that he really got into the editing, and encouraged his friends to do the same—and I guess this stood out to me because I felt I could most relate to it. I do love AMV's and some of them are really wonderfully made. Plus, they are a great way to promote different animations that capture your own interest. In addition, I really like filmmaking and editing, which is why I was a part of the Virtual Video Project with Global Kids. I thought this was probably one of the best presentations as far as finding the correlation between the interests of youth with different forms of digital media. Another presentation I found interesting was by Connie Yowell from the MacArthur Foundation, when she made a comparison between a classroom "back in the day" to a modern day classroom. It was hilariously and unfortunately true. Even though technology has progressed so much, the classroom still just has a board and a bunch of chairs and tables. Maybe with the exception that we now have some dry-eraser boards instead of chalk boards. It seems that we are so busy spending and dedicating most of our national budget to the military that we forgot that the school system should eventually change (you know, perhaps improve). But I thought this was a very provoking comparison to present to the attendees.

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Shonette and I playing in the SmallLab

As a true Global Kid's alum, my favorite technology presented at the Tech Playground was the game from SmallLab, which was being demoed by David Birchfield (although Dana and I were the ones playing it for the longest duration of time), on water conservation. The idea of the game was to spin this robot until it released water from the reserves, which we would then have to lead to the houses. The houses would then release waste water, which we would have to lead back to the machine for recycling. Sounds simple, but it gets harder around level 6, trust me. I really liked that it was an interactive game, and it appealed to really all ages. Plus, it promoted the idea of water conservation, which is a really important thing for children to understand because water is not as much of an unlimited resource as we would like to think and there are many people out there today that do not get access to clean water. My only suggestion was that a factor be added to the game where there are houses or people that actually "steal" the clean water away—only to reflect the idea that there are many people in America that have obnoxiously huge lawns that are overly watered, especially in areas where water is limited. So I thought it would be a funny (but realistic) concept to add to it. Also, if the platform where the game is played could be made bigger, it would be great because kids are growing bigger and bigger (some of them are taller than me by 5th grade, if not 3rd) so the larger the platform is, the more it promotes exercise—and the less likely it is that your shadow will interfere as much in the game. Technologies presented at the Forum. Plus, it's wonderful to fight for water conservation and against child obesity all at the same time!

Overall, I thought attending this event was a great experience and I can't thank Global Kids enough for taking me. The only sad part of the entire thing was that we got Lava Lamps that we couldn't bring back to New York City due to airport restrictions on carry-on luggage. But hey, physical things can't compensate for experience and knowledge—but experience and knowledge can definitely compensate for any physical item. The experiences we came back with definitely outweigh the "stuff" we came back with, since stuff will eventually get thrown out or lost, but the experiences contribute to who we are and have/will become. I did meet a lot of inspirational people, and I really hope that everyone continues to work hard to incorporate technology into the educational system because it is very necessary in order for future generations to have access to better education. All parents hope that their children will accomplish more than they could, and have a better life in general—so it is only ideal that we all work hard to ensure that the educational system improves, not just for "our children" but for all children. Maybe we can all take a moment actually care for the children and not just declare that something must be done to improve their lives, and the children to come. Maybe if a political figure paid a dollar for every time they mentioned "the children" and didn't care to act upon his or her words, we could have a better educational system. Fact of the matter is, if you haven't done anything yet, and a classroom back in the day still looks the same as a modern day classroom, it is a very good time to start doing something—and that's what the entire forum was based upon.

November 4, 2009

Virtual World Capacity Building Program

VWCP-logo200.jpgIn August, Global Kids graduated its first cohort of nonprofit staffers who participated in the Virtual World Capacity Building Program, a four-week introduction to virtual worlds and their applications for civic and cultural institutions. These four organizations -- the Vera Institute of Justice, the Adler Planetarium, Architreasures, and the National Writing Project -- had almost no experience with virtual worlds prior to the program, but by the end of the four-week course were able to speak cogently and insightfully about how these digital tools fit into their larger institutional missions. Over the course of the four-weeks, these staffers explored a number of different virtual worlds, created avatars for themselves, learned how to build 3d objects and bring in multimedia resources, and engaged in in-depth conversations about the strengths and challenges of working with these new media tools. (You can see a report about this first Virtual Roundtable.)

Over this next year, Global Kids will work with 15-20 more civic and cultural institutions to expose them to the possibilities of virtual worlds for their work. This initiative grew out of Global Kids ad hoc work with other public institutions over the years -- including UNICEF, the U.S. Holocaust Memorial Museum and the National Youth Leadership Council -- helping them to think strategically about synthetic worlds and create educational projects in these spaces. Through the support of the MacArthur Foundation, we are able to formalize this orientation to virtual worlds, and scale up our reach to more nonprofit organizations curious about how to use these digital tools.

Three more cohorts of organizations will participate in the Virtual World Capacity Building Program in the Fall, Winter and Spring. We will be tracking and documenting their progress on the Edge Project social network so that other institutions can benefit from this initiative. In addition, we will hold three additional public roundtables at the conclusion of each session at MacArthur Island in Second Life, so that more organizations can learn from the experiences of these participants.

The VWCBP is a fairly rapid flyover of virtual worlds and their utilities for education, collaboration, civic engagement and online event spaces. Our hope is that at the end of each session, our graduates leave much better prepared to evaluate these digital tools and perhaps take the decision to go deeper into these worlds with projects that add real value for their institutions.

For those interested in participating in the program, starting with the Winter 09 Session, we will be opening up the application process to any civic and cultural institution interested in virtual worlds. To stay informed about the open application process and public events of the VWCPB, email amira AT globalkids.org with your name and organization.

Introducing the Edge Project

“To transform the core, start at the edge.” -- John Hagel and John Seely Brown

The Edge Project is part of Global Kids recent support from the MacArthur Foundation to expand the capacity of civic and cultural institutions to use new media as innovative educational platforms that engage youth in learning and promote youth civic participation. More specifically, the Edge Project is interested in civic and cultural institutions bringing cutting edge digital media into their youth educational programs. It is equally interested in where this type of programming - due to technology, its pedagogical implications or both - is a disruptive force challenging the educators and/or the institutional cultural to work on the edge of their comfort level. There is a balancing act they must undertake, being receptive to how new media challenges their current educational culture and practice while, in turn, challenging the educational potential of new media through interacting with that very culture and practice. At the end of the day, we want to better understand the following questions: how do institutions find their balance working on this edge and do different types of institutions respond in different ways?

Working from a strength-based youth development model, Global Kids' programs are designed not to address deficiencies but to build the capacities of young people. As such, we privilege the existing skills, knowledge and dispositions youth bring into a program. What we may do less successfully, however, is address and help youth think about where they are developing these strengths when outside our programs. They may navigate their distributed learning networks, moving from home, to school, to after school program, to personal media, and to home once again, without ever becoming aware of how any of these nodes connects to the others. While the Edge Project focuses on learning institutions, at the same time we want to look at similar issues from a youth frame of reference. How do young people understand and situate themselves within their individual learning ecology? Where do they view themselves as directing their learning and where as mere subjects to forces beyond their control?

Finally, bringing the frameworks together, we want to better understand how an educational program using new media can afford youth new opportunities to leverage their learning from other spheres. Is there something specific to new media tools, or the pedagogies they engender, that create more flexibility and openness for youth to bring in existing knowledge and practices? How can these forms of participatory learning programs support youth to strategically shape and navigate their learning network? Finally, how can civic and cultural institutions leverage and understand how youth learn across their personal ecology and how does that shape their own understanding of their institution's role within this network?

The design of this project is informed by and aims to contribute to the recent body of work funded by the MacArthur Foundation to understand youth learning through digital media in programs outside school time. Anne Balsamo's Designing Culture: The Technological Imagination at Work offers a deep literature review of new media practices in museums and libraries. The unpublished Whitepaper Digital Media and Technology in Youth-Serving Organizations, co-authored by Becky Herr-Stephenson, Diana Rhoten, Dan Perkel, and Christo Sims, historicizes education within afterschool programs, museums and libraries, offers frameworks for categorizing current new media practices, and recommends areas for future research. Efforts are also currently underway in both Chicago and New York City to explore new approaches for developing learning networks, one centralized within the main branch of the library system and one distributed within institutions across the city. Finally, our work with Constance Steinkuehler and her colleagues at the University of Wisconsin researched how the educational affordances of different virtual worlds affected the pedagogical practices of the program designers in different ways for two youth-serving after school programs.

The Edge Project will explore these questions over the next 24 months through a series of short-term educational projects developed and implemented in partnership with a variety of national civic and cultural institutions who are exemplars within their communities of practice. These demonstration projects are designed to challenge institutions to incorporate one specific form of digital media into their ongoing programs and to do so in a way that builds upon the organization's existing strengths and interests. In addition, the program designs are geared to address the specific needs of the organization and its constituencies, and to highlight how the organization serves as an leader within their professional networks whose work in this area can provide a model from which others can learn.

While there is a wide range of new media practice within civic and cultural institutions, The Edge Project has deliberately selected a common set of criteria for its programs which may distinguish it from other initiatives and contextualize our findings. The primary site of learning will not be online but in person, facilitated by an adult within the institutions. The programs will be informed by youth development and youth media pedagogies. Finally, the program designs will focus less on scale and breadth and more on innovation and depth with the understanding that developing good theory through iterative practice is just the first step towards scalable designs.

During its first year, these programs will educate youth and support:

  • four juvenile justice systems to explore global issues through the virtual world Metaplace;
  • the New York City Library to use social media for the social good;
  • MOUSE Squad to offer serious game design programs to youth across six states;
  • the U.S. Holocaust Memorial Museum to explore historic and contemporary genocide through the virtual world SmallWorlds;
  • the Field Museum to teach science and global issues through the virtual world Second Life.

    We hope that by the end of this program, and through the [worked examples] produced by each seasonal program, we will have something of interest to share about how both youth and civic and cultural institutions are learning to find balance in our new digital age. Please follow the work at its start on the new site: EdgeProject.org.

  • Supporting Civic and Cultural Institutions With New Media Practices

    “Learning simply looks different today. Digital media are not only changing how young people are accessing and consuming new knowledge, but they are extending the classroom to more informal and unconventional spaces, such as libraries, museums and even online communities. These institutions need to adapt to this new environment.” -- MacArthur Vice President Julia Stasch.

    This Fall, Global Kids received support from the MacArthur Foundation to expand the capacity of civic and cultural institutions to use virtual worlds, as well as other emerging forms of digital media like digital games and social media, as innovative educational platforms that engage youth in learning and promote youth civic participation.

    Through this grant, over the next two years, Global Kids will undertake three models for capacity building:

    The Edge Project
    Pilot eight short-term demonstration projects that engage youth and focus GK's capacity-building efforts with established civic and cultural institutional partners including the New York Public Library, the U.S. Holocaust Memorial Museum, the Field Museum, Jail North, and MOUSE Squad.

    Virtual World Capacity Building Program
    Facilitate a seasonal series of remote trainings in the use of virtual worlds provided to a group of 15-20 civic and cultural institutions, such as Facing History and the International Center for Transitional Justice.

    General Capacity Building
    Support the general public to learn more about virtual worlds and learning through RezEd.org, about Global Kids lessons and projects in development at olp.GlobalKids.org, and about the work within this grant at EdgeProject.org.

    This project is informed by the work and ideas of a wide range of MacArthur grantees whose work we have closely followed over the years and, occasionally, had the honor of being part of: James Paul Gee (games-based learning, 21st Century Assessment, worked examples), Henry Jenkins (new media literacies, participatory learning), Mimi Ito ("hanging out, messing around, and geeking out"), the GoodPlay Project (youth and ethics online), and Lance Bennet (engaged citizenship).

    We hope that Global Kids' unique experience and extensive work in developing youth-focused digital media programs will inform the field with practical models for organizations interested in how youth learn with and through digital media. We look forward to exploring the challenges of applying the academic to the practical, sharing each step along the way as we assess the impact of our short-term trainings and the demonstration projects on the civic and cultural institutions that are reached.

    Read more about the Edge Project and the Virtual World Capacity Building Program in the two related blog entries.

    [staff] My experience so far at Global Kids

    My experience at GK has been very educational; I have learned an abundance of things that will greatly improve my skill set. So far I have learned about SEO, which is short for “search engine optimization”. This is a skill that will add to my marketing background.

    It feels good to work with an organization that’s appreciative of my skills. Other Vista’s have been doing a lot of menial work, such as faxing paper work and making copies. The staff here at GK has treated me like a valuable asset from day one. I admire the work ethic of my peers; the GK staff is really dedicated to their work. I have been in workspaces where the staff didn’t really enjoy their jobs, that’s definitely not the case here at GK. I look forward to acquiring more knowledge as I finish up the rest of my time here with GK.

    November 3, 2009

    [RezEd Podcast] Episode 43

    Special RezEd Podcast Episode 43 - James Paul Gee's Roundtable Lunch Discussion

    (WORLD) The forty third  RezEd monthly podcast, produced by Global Kids. Professor James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Division of Curriculum and Instruction at the Mary Lou Fulton College of Education at Arizona State University, discusses assessment and opportunities for learning within gaming and virtual worlds.

    Show Notes:


    • 0.00—0:35 Intro

    • 0:36 - 0:40 - Intro for Dr. James Paul Gee

    • 0:41 - 6:40 Design of VWs & examples of good, healthy virtual learning environments

    • 6:41 - 12:23Working with organizations from various sectors for using digital learning in schools

    • 12:24 - 16:40 Situated Learning or Verbal Learning

    • 16:41 -  21:30 Changing the educational system so as to accommodate 24/7 learning

    • 21:31 - 26:46 Uses of assessment in the classroom

    • 26:47 - 31:16 Standard STEM learning and assessment through gaming

    • 31:17 - 37:00 Sharing trajectories of learning

    • 37:01 - 41:25 Information gathered in the classroom and the re-professionalizing of teachers

    • 41:26 - 45:01 Teaching others Information

    • 45:02 - 48:00 Accountability within the classroom

    • 48:01 - 53:13 Changes on the horizon for learning systems

    • 53:14 - 53:19 Outro and thanks

    • 53:20 - 53:54 Outro

    Download the episode here.


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    November 2, 2009

    [Staff] October Staff Reflections

    With Halloween behind us, OLP staff are off to a running start. Read what we have been doing over the past month, starting with a quick overview: Rik looks at the challenges of digital tools for newbies, Barry reflects on various GK alternative assessment tools, Krista writes about her past year working at GK and Amira talks about a new GK initiative working with U.S. jails.

    Read the reflections below for a more in-depth description:

    As always, thanks for reading!