VVP Reflection 



The skills I developed in VVP help with my understanding of team of work and that you can not always do things on your own. Sometime you need that extra help to get that project down the right way. Also to listen to your peers and take consideration of what they have to say because it might be important. So do not be rude and respect the safe space rule. That is really important. My biggest take away from this program is that I learn how to make a virtual movie with avatars and some cool facts about filming and tricks of the trade such as the 180 degree rule. This film was made to inform all the people in the world about the crisis we all face (health affects from climate change) because we are all one people no matter the race or place you were born. We all need to come together and shape the right and clean future for our next generations to come. 

VVP Reflection 

My participation in VVP has taught me to be more prepared for anything. It has changed my behavior and it has also changed my way of seeing things differently. The biggest take away from being a part of the VVP program was not spending time with my baseball team but at the end of the day, being apart of the VVP program was cooler. What I want people to learn about this film is that we all as a team worked very hard on this film. We also showed the health effects of climate change so what I want people to know is that we can heal the world and make it a better place.

VVP Reflection 

Being in VVP 2012 has taught me a lot. I learned so many things. One of the things I learned was scripting writing skills. Script writing is so much fun but at the same time its challenging. You will need patient, creativity, and critical thinking to get through. My goal for VVP 2012 was to learn how to make a movie, and scripting writing helped me towards that goal. Without a script you would not be able to make a movie. This skill that I learned taught how to be a good writer and a good listener. You will have to be a good listener because its not just you in the group, there are other people with many ideas.  The biggest take away from my participation in VVP 2012 is that I got to meet new people that became my friends. Without them this whole project wouldn’t be as fun. I want people learn from the film that climate change doesn’t just effect our environment and surroundings. It affects our health too and if we don’t do something about it soon we will not have a future generation. Meaning this generation will be gone soon.


Done With Week 1 at VVP! 



Day Four Complete!


The past two days have seen the completion of our script, the creation of our storyboard and the assigning of roles in the film. It has been extremely busy, but definitely filled with lots of laughter, excitement, and collaboration. Youth received their parts in the film and practiced bringing emotion to their lines. As one student said, "you have to feel the character" in order to bring it to life. The students did a great job at infusing their characters with personality and making sure that they do justice to the important issues they are tackling. I feel honored and proud to work with such a talented and invested group of students.


I am very excited for what next week brings!



Second Day at VVP! 

My name is Walleska and I am a NYC public school teacher helping facilitate the Virtual Video Project. In this capacity, I have had the pleasure of getting to know and working with an extremely talented group of students and an energetic and dedicated staff at Global Kids, Inc.

I just finished up my second day with VVP and it has been nothing short of exciting! Yesterday, we introduced youth (and myself!) to Machinima, Second Life, and the new Badging System. Today, youth were split up into different workshops to work on different pieces of their movie. I worked with the screen-writing group on creating an original storyline that highlights health effects due to climate change. Our group heavily debated issues of climate change around the world and were actively engaged in writing a script that educated others on these issues. All in all, it has been an extremely rewarding and jam-packed two days! I am excited to continue helping students in developing their storyline and seeing the final product.

Until next time!

End of Year Reflections from Youth in P4K 

Playing 4 Keeps may have come to an end after a full school year, but as you can see, our youth have still been quite busy with presentations and trips.


At our last session together in June, youth picked the final winner of the "Media and You Challenge" they designed, which is also the sixth AMD Social Impact Challenge.  "Media and Youth" asked youth around the country to make a game about the effects and uses of media in their lives, and to think critically about both the positive and negative influences of media.  We'll be announcing the winner of the challenge very soon!


Youth also spent some time blogging and reflecting on their highlights, lessons learned, and experiences from the program.  Below are links to each youth's reflection and some of their quotes.




Ednica: "My year at Global Kids was the best thing that ever happened, and I'm looking forward to more years at Global Kids."

First Day Reflections 

Today marked my first day interning for the Online Leadership Program at Global Kids, and one thing is for sure - the day was not short of excitement and newexperiences. In the morning, I braved the hoards of people frantically trying to get on the 6 train, and almost got trampled by an elderly woman riding a bike, wearing quite a flamboyant outfit.

Key Questions for Global Kids Badge Development 

For the past few months, we’ve been meeting with a small group of Global Kids staff members called the Badges Fast Action Team or B-FAT. The group consists of five staff members who convene every other week to discuss big picture questions as we build out badges for ourorganization. So far, we've discussed what the overall badging schemata for Global Kids should look like, including what features there should be and what skills, abilities, accomplishments, etc. we want to badge. You can read about that in more detail here and a template of what it looks like here.


Most recently, we discussed two key questions:

1. Are their GK badges that we are offering to youth not in GK and GK badges that we want to certify other organizations to offer?

2. What is our process for rolling out the badges system and what challenges can we foresee?


GK Announces New Badging System to Certify Informal and Interest-driven Learning 


More than two dozen institutions in New York City and Chicago invited to participate

Through a generous grant from the MacArthur Foundation, Global Kids, Inc. is excited to announce that it is developing a new badging system for New York City and Chicago members of The Hive Learning Networks. The Hive Learning Network is a community of civic and cultural institutions dedicated to transforming the learning landscape and creating opportunities for youth to explore their interests in virtual and physical spaces. Up to 28 Hive member organizations will pilot badging programs within the system, both for their own organizational needs and for the broader Hive network. Global Kids (GK) will contribute the first series of badges, for global citizenship and civic participation, and be amongst the first to offer a model demonstrating how the Badging System can be deeply integrated throughout a youth-serving organization.

The project addresses MacArthur’s interests in strengthening informal learning institutions and using digital badging systems to motivate, scaffold, and certify the informal and interest-driven learning of the youth they serve. This project will address the two while expanding the breadth and depth of learning opportunities for youth in both cities. Civic and cultural institutions within Hive NYC and Hive Chicago will be invited to participate in the first year of the project. Some Hive members will use their content expertise to contribute new badges for the use of other Hive members, while others will create badges just for youth within their programs. Some organizations will integrate the badging system into their programming, while others will use it to connect youth they serve with other Hive youth, resources, and activities.

For example, Global Kids will integrate the system within our after-school programming to offer Global Kids youth leaders:

bullet_black.png Assessment, both formative and summative, to provide meaningful feedback about their participation in our programs and qualified certifications that can be shared with those in the workforce and at universities;
bullet_black.png Deeper engagement with Global Kids’ programs, through games-based techniques and an online social network;
bullet_black.png Scaffolded learning, supporting them to find their own path through Global Kids’ programs;
bullet_black.png Enhanced lifelong learning skills by developing their ability to value what they learn at Global Kids, give name to it, and connect it with their formal and informal learning; and
bullet_black.png A more democratic learning experience, in which they get to take part in their own assessment process and shape the system itself.

The Hive Badging System will be a branded version of Global Kids’ installation of LearningTimesBadgeStack. LearningTimes provides tools and expertise to the world’s most innovative organizations to create powerful interactive online learning experiences. LearningTimes’ BadgeStack is one of the most robust badge-based learning platforms on the market today, and includes features key to executing GK’s vision. Developed in 2011 and released for public use in 2012, BadgeStack was the first to fully integrate with Mozilla’s Open Badging Infrastructure. The key features of the new site will include:

  • A youth feature-set
  • An admin feature-set
  • Digital badges
  • A digital transcript
  • Digital portfolios
  • Missions, power-ups, and rubrics
  • Facebook integration
  • GK and Network-wide badges

Global Kids began developing its first badging system four years ago, within an after school setting funded by the MacArthur Foundation, which supported youth to recognize, talk about, and demonstrate a range of digital literacy skills. This system was later taken to scale within the New York Public Library, adapted for use within a K-6 school in New Orleans and an Atlanta middle school, and is currently in development for additional schools. This experience also informed a badge implementation to train youth to become serious game designers, in partnership with MOUSE, and to assess, direct, and engage interest-driven learning within a mobile project for the American Museum of Natural History and the Bronx Zoo (the latter funded by The Hive Digital Media Learning Fund in The New York Community Trust).

Today, Global Kids is poised to play a prominent role to advance our collective understanding of the educational potential of badging systems, demonstrating how digital media can provide a network binding together the institutions within youth’s learning ecology and supporting the development of the lifelong learning skills required to strategically shape and navigate those ecologies.