Unique Strategies for Scaling Teacher Professional Development

Posted by Candice Reimers, Senior Program Manager

Research shows that professional development for educators has a direct, positive impact on students, so it’s no wonder that institutions are eager to explore creative ways to enhance professional development for K-12 teachers. Open source MOOC platforms, such as Course Builder, offer the flexibility to extend the reach of standard curriculum; recently, several courses have launched that demonstrate new and creative applications of MOOCs. With their wide reach, participant engagement, and rich content, MOOCs that offer professional development opportunities for teachers bring flexibility and accessibility to an important area.

This summer, the ScratchEd team out of Harvard University launched the Creative Computing MOOC, a 6 week self paced workshop focused on building computational thinking skills in the classroom. As a MOOC, the course had 2600 participants, who created more than 4700 Scratch projects, and engaged in 3500 forum discussions, compared to the “in-person” class held last year, which reached only 50 educators.

Other creative uses of Course Builder for educator professional development come from National Geographic and Annenberg Learner who joined forces to develop Water: The Essential Resource, a course developed around California’s Education and Environment Initiative. The Friday Institute’s MOOC, Digital Learning Transitions, focused on the benefits of utilizing educational technology and reached educators across 50 states and 68 countries worldwide. The course design included embedded peer support, project-based learning, and case studies; a post-course survey showed an overwhelming majority of responders “were able to personalize their own learning experiences” in an “engaging, easy to navigate” curriculum and greatly appreciated the 24/7 access to materials.

In addition to participant surveys, course authors using the Course Builder platform are able to conduct deeper analysis via web analytics and course data to assess course effectiveness and make improvements for future courses.

New opportunities to experience professional development MOOCs are rapidly emerging; the University of Adelaide recently announced their Digital Technology course to provide professional development for primary school teachers on the new Australian curriculum, the Google in Education team just launched a suite of courses for teachers using Google technologies, and the Friday Institute course that aligns with the U.S. based Common Core State Standards is now available.

We’re excited about the innovative approaches underway and the positive impact it can have for students and teachers around the world. We also look forward to seeing new, creative applications of MOOC platforms in new, unchartered territory.

Opening up Course Builder data

Posted by John Cox and Pavel Simakov, Course Builder Team, Google Research

Course Builder is an experimental, open source platform for delivering massive online open courses. When you run Course Builder, you own everything from the production instance to the student data that builds up while your course is running.

Part of being open is making it easy for you to access and work with your data. Earlier this year we shipped a tool called ETL (short for extract-transform-load) that you can use to pull your data out of Course Builder, run arbitrary computations on it, and load it back. We wrote a post that goes into detail on how you can use ETL to get copies of your data in an open, easy-to-read format, as well as write custom jobs for processing that data offline.

Now we’ve taken the next step and added richer data processing tools to ETL. With them, you can build data processing pipelines that analyze large datasets with MapReduce. Inside Google we’ve used these tools to learn from the courses we’ve run. We provide example pipelines ranging from the simple to the complex, along with formatters to convert your data into open formats (CSV, JSON, plain text, and XML) that play nice with third-party data analysis tools.

We hope that adding robust data processing features to Course Builder will not only provide direct utility to organizations that need to process data to meet their internal business goals, but also make it easier for educators and researchers to gauge the efficacy of the massive online open courses run on the Course Builder platform.

See if you could pass this "literacy" test

In the 1960s literacy tests were used in some states in the United States to suppress voting.  The Civil Rights Movement Veterans website has collected a number of these.

In addition to completing the application and swearing the oaths, you had to pass the actual "Literacy Test" itself. Because the Freedom Movement was running "Citizenship Schools" to help people learn how to fill out the forms and pass the test, Alabama changed the test 4 times in less than two years (1964-1965). At the time of the Selma Voting Rights campaign there were actually 100 different tests in use across the state...

Most of the tests collected here are a battery of trivia questions related to civic procedure and citizenship. (Two from the Alabama test: “Name the attorney general of the United States” and “Can you be imprisoned, under Alabama law, for a debt?”).

But this Louisiana “literacy” test, singular among its fellows, has nothing to do with citizenship. Designed to put the applicant through mental contortions, the test's questions are often confusingly worded. If some of them seem unanswerable, that effect was intentional. The (white) registrar would be the ultimate judge of whether an answer was correct.

Try this one: “Write every other word in this first line and print every third word in same line (original type smaller and first line ended at comma) but capitalize the fifth word that you write.” 

Done with page one (above)?  Here are pages 2 and 3:

  

Oh, BTW...

The test was to be taken in 10 minutes flat, and a single wrong answer meant a failing grade.

Did you fail?  You can't vote.

Via Slate and BoingBoing.

We are joining the Open edX platform

Posted by Dan Clancy, Director of Research

A year ago, we released Course Builder, an experimental platform for online education at scale. Since then, individuals have created courses on everything from game theory to philanthropy, offered to curious people around the world. Universities and non-profit organizations have used the platform to experiment with MOOCs, while maintaining direct relationships with their participants. Google has published a number of courses including Introduction to Web Accessibility which opens for registration today. This platform is helping to deliver on our goal of making education more accessible through technology, and enabling educators to easily teach at scale on top of cloud platform services.

Today, Google will begin working with edX as a contributor to the open source platform, Open edX. We are taking our learnings from Course Builder and applying them to Open edX to further innovate on an open source MOOC platform. We look forward to contributing to edX’s new site, MOOC.org, a new service for online learning which will allow any academic institution, business and individual to create and host online courses.

Google and edX have a shared mission to broaden access to education, and by working together, we can advance towards our goals much faster. In addition, Google, with its breadth of applicable infrastructure and research capabilities, will continue to make contributions to the online education space, the findings of which will be shared directly to the online education community and the Open edX platform.

We support the development of a diverse education ecosystem, as learning expands in the online world. Part of that means that educational institutions should easily be able to bring their content online and manage their relationships with their students. Our industry is in the early stages of MOOCs, and lots of experimentation is still needed to find the best way to meet the educational needs of the world. An open ecosystem with multiple players encourages rapid experimentation and innovation, and we applaud the work going on in this space today.

We appreciate the community that has grown around the Course Builder open source project. We will continue to maintain Course Builder, but are focusing our development efforts on Open edX, and look forward to seeing edX’s MOOC.org platform develop. In the future, we will provide an upgrade path to Open edX and MOOC.org from Course Builder. We hope that our continued contributions to open source education projects will enable anyone who builds online education products to benefit from our technology, services and scale. For learners, we believe that a more open online education ecosystem will make it easier for anyone to pick up new skills and concepts at any time, anywhere.

A message to tenure review committees

"It will never happen that every professor in either the medical school or the university faculty is a genuinely productive scientist.  There is room for men of another type - the nonproductive, assimilative teacher of wide learning, continuous receptivity, critical sense, and responsive interest.  Not infrequently these men, catholic in their sympathies, scholarly in spirit and method, prove the purveyors and distributors through whom new ideas are harmonized and made current.  They preserve balance and make connections."

Abraham Flexner                                                                   

Medical Education in the United States and Canada            

The Carnegie Foundation for the Advancement of Teaching

New York, 1910                                                                     

"I don't believe in colleges and universities" - updated

From a 2009 New York Times article about Ray Bradbury, then approaching 90 years of age:

"...among Mr. Bradbury’s passions, none burn quite as hot as his lifelong enthusiasm for halls of books. His most famous novel, “Fahrenheit 451,” which concerns book burning, was written on a pay typewriter in the basement of the University of California, Los Angeles, library; his novel “Something Wicked This Way Comes” contains a seminal library scene...

“Libraries raised me,” Mr. Bradbury said. “I don’t believe in colleges and universities. I believe in libraries because most students don’t have any money. When I graduated from high school, it was during the Depression and we had no money. I couldn’t go to college, so I went to the library three days a week for 10 years.”

He is not a fan of the Internet, however: "“It’s distracting,” he continued. “It’s meaningless; it’s not real. It’s in the air somewhere.” More at the link.

Reposted from 2010 to commemorate Bradbury's death today.   Interestingly, I also found Bradbury's sentiment echoed by another SciFi legend, Isaac Asimov:

I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it. Now, when I read constantly about the way in which library funds are being cut and cut, I can only think that the door is closing and that American society has found one more way to destroy itself.

Asimov quote via A Writer's Ruminations.

Addendum:  Reposted from 2012 to add this observation by Bradbury on how to use a library:

I use a library the same way I’ve been describing the creative process as a writer — I don’t go in with lists of things to read, I go in blindly and reach up on shelves and take down books and open them and fall in love immediately. And if I don’t fall in love that quickly, shut the book, back on the shelf, find another book, and fall in love with it. You can only go with loves in this life.

And this:

I try to keep up with what’s being done in every field, and most children’s books are ten times more enjoyable than the average American novel right now.

Text from a public television interview in the 1970s, posted at Brain Pickings.

Madame du Coudray's 18th century midwife-teaching mannequin

Angélique-Marguerite du Coudray was a famous 18th century midwife and designed this mannequin to teach midwife trainees about delivering babies. Louis XV learned of her expertise and asked her to set up courses throughout France. From 1759-1779 she traveled the country with her mannequin and published her Abrégé de l’Art des accouchements (Abridged Art of Child Delivery).

From Eyes to the stage pilgrim, via The Macrabre and the Bold and The Oddment Emporium.

Computer Science Teaching Fellows Starting Up in Charleston, SC

Posted by Cameron Fadjo, Program Lead, Computer Science Teaching Fellows

Google recently started up an exciting new program to ignite interest in computer science (CS) for K12 kids. Located in our South Carolina data center, the Computer Science Teaching Fellows is a two-year post graduate fellowship for new STEM teachers and CS graduates. The goal is to bring computer science and computational thinking to all children, especially underrepresented minorities and girls, and close the gap between the ever-increasing demand in CS and the inadequate supply. We hope to learn what really works and scale those best practices regionally and then nationally.

The supply of CS majors in the pipeline has been a concern for many years. In 2007, the Computer Science education community was alarmed by the lack of CS majors and enrollments in US colleges and universities.

Source: 2009-2010 CRA Taulbee Survey (http://www.cra.org/resources/)

This prompted the development of several programs and activities to start raising awareness about the demand and opportunities for computer scientists, and to spark the interest of K12 students in CS. For example, the NSF funded curriculum and professional development around the new CS Principles Advanced Placement course. The CSTA published standards for K12 CS and a report on the limited extent to which schools, districts and states provide CS instruction to their students. CS advocacy groups, Computing in the Core and Code.org have played an instrumental role in adding provisions to the reauthorization of the Elementary and Secondary School Act to support CS education. More generally, we have seen innovations in online learning with MOOCs, machine learning to provide personalized learning experiences, and platforms like Khan Academy that allow flipped classrooms.

All of these activities represent a convergence in the CS education space, where existing programs are ready for scale, and technological advancements can support that scale in innovative ways. Our Teaching Fellows will be testing after school programs, classroom curriculum and online CS programs to determine what works and why. They’ll start in the local Charleston area and then spread the best programs and curriculum to South Carolina, Georgia, North Carolina (where we also have large data centers). They are currently preparing programs for the fall semester.

We are very excited about the convergence we are seeing in CS education and the potential to bring many more kids into a field that offers not only great career opportunities but also a shot at really making a difference in the world. We’ll keep you posted on the progress of our Teaching Fellows.

Testing a new way to fund a college education

I have thought for years that the most logical way for students to pay for college would be to have them commit to repaying a certain % of the future income.  Such a plan has now been proposed for the state of Oregon:

Oregon's legislature is moving ahead with a plan to enable students to attend state schools with no money down. In return, under one proposal, the students would agree to pay into a special fund 3% of their salaries annually for 24 years...

Oregon's plan has parallels to income-based repayment models used for decades in the U.K. and Australia, and more recently in the U.S., in which borrowers pay government lenders a share of their incomes to cover education loans...

In the 2010-11 school year, there were about 21,000 first-year students in public state colleges and universities in Oregon paying $171 million in tuition. To move them, and the next 23 classes behind them, into this program would cost the state more than $9 billion over 24 years until enough students had graduated and were paying into the system to cover its outlays...

The idea was first presented to Oregon legislators by students from Portland State University last year. Tracy Gibbs, one of the students, said that by freeing graduates from the steep overhang of debt many now face, the plan would allow young people to buy houses and contribute to their retirement accounts.

What the plan doesn't address, of course, is the inordinate cost of college.  That's a whole different problem.

Some Innovative MOOCs

Posted by Maggie Johnson, Director of Education and University Relations

Last summer, we jumped into the world of MOOCs (Massive Open Online Courses) with our own course on search skills, Power Searching. Soon after, we open sourced the platform that we developed to present the course -- Course Builder. A large number of courses have been hosted on Course Builder since, with many more coming soon. As can be seen from the list of courses, our goal is to provide the capability for anyone to create a MOOC. We’ve been pleasantly surprised by the variety of courses and the creativity of the instructors building on Course Builder.

For example, GivingWithPurpose is an innovative MOOC presented by Learning By Giving, one of Doris Buffett’s foundations for “giving it all away.” Instructor Rebecca Riccio, who teaches philanthropy at both Northeastern and Brandeis Universities, feels that reaching thousands of people in a discussion about how to allocate scarce resources to address the needs of our communities has huge potential. “For all the social, cultural, and economic value we derive from the nonprofit sector, we do shockingly little to educate people about why it is so important and what we can do to help it thrive. So while I believe GivingWithPurpose will be successful in its primary goal of teaching students how to give more effectively, in ways that both satisfy their own motivations for giving and support high-performing nonprofit organizations, my second, perhaps more ambitious goal is to promote more informed civic engagement.”

We’ve also hosted MOOCs on evaluating and selecting soccer players, how to search for a job, and how to develop digital learning opportunities for students in public schools. We have many university courses such as Game Theory from Stanford and Information Visualization from Indiana University.

Course Builder’s support of both traditional and non-traditional education opportunities is core to its mission. We’ll continue to build features that help university professors, K12 teachers and anyone else who has something important to teach.

The Story Behind Course Builder

Posted by Maggie Johnson, Director of Education and University Relations

Last summer, we ran a MOOC (Massive Open Online Course) on Power Searching. Soon after, we open sourced Course Builder, the platform that we developed on Google technologies to present the course. Since then, we have released four versions of Course Builder adding features such as user-friendly content development, administrative support, dashboards on student performance and behavior, new assessment types including peer review, accessibility, internationalization, etc. A large number of courses have been hosted on Course Builder, with many more in the pipeline.

This work started with the observation that we have all the component technology one needs to create a platform for delivering a learning experience similar to other MOOCs that were being offered on Coursera and Udacity. So we set about wiring together these components (YouTube, App Engine, Groups, Apps, Google+ and Hangouts, etc.) to create the first version of Course Builder.

As we talked with faculty and others who wanted to create online learning experiences, we saw an opportunity for Course Builder to play an important role in the MOOC space. Our goal is to provide the capability for anyone to create a MOOC or even an “OOC”. We believe that an online environment can be used for a wide variety of education-related activities beyond just the standard university course. We have implemented a feature set that supports this goal.

Our users include not only colleges and universities, but also non-profits and K12 organizations. We host academic courses such as Information Visualization and Game Theory, as well as short courses including Mapping with Google, Digital Learning in K12, YouTube Creator Academy, and Giving with Purpose. Supporting this diversity in users, content and format is why we created Course Builder.

Hosting the platform on App Engine has provided additional capabilities that are essential for our users, particularly colleges and universities. It’s possible to brand a MOOC anyway the user wants. The user also owns the relationship with the student directly, and owns any data that they collect to use anyway they like. Given Course Builder is open source, it is possible to easily add customized features. Add to that App Engine’s scalability, self-managed hosting and the extensible component architecture built into Course Builder, and you have a powerful, flexible platform that can support any number of students and any type of content.

We will continue to support this diverse user base, and work to get even more great teachers and innovative learning designers involved in experimenting in this brave new world of online learning. The potential for positive disruption and change is enormous.

School may discipline teacher who advised students of their Constitutional rights

From the Chicago-area Daily Herald:

[John Dryden] wants people to focus on the issue he raised: Whether school officials considered that students could incriminate themselves with their answers to the survey that included questions about drug and alcohol use.

Dryden, a social studies teacher, told some of his students April 18 that they had a 5th Amendment right to not incriminate themselves by answering questions on the survey, which had each student's name printed on it...

The survey asked about drug, alcohol and tobacco use, and emotions, according to Brad Newkirk, chief academic officer. The results were to be reviewed by school officials, including social workers, counselors and psychologists.

The survey was not a diagnostic tool, but a "screener" to figure out which students might need specific help, Newkirk said. Superintendent Jack Barshinger said teacher support for doing a survey grew after several suicides by students in recent years. Students and staff typically said they had no idea those teens were in distress...

Dryden said it was just "dumb luck" he learned about the contents. He picked up surveys from his mailbox about 10 minutes before his first class. Seeing students' names on them, unlike past surveys, he started reading the 34 questions.

"Oh. Well. Ummm, somebody needs to remind them they have the ability not to incriminate themselves," he recalled thinking. It was particularly on his mind because his classes had recently finished reviewing the Bill of Rights...

Dryden faces having a "letter of remedy" placed in his employment file. He said this week he is negotiating the matter with district authorities.

Discussed at Reddit.

Explore more with Mapping with Google

Posted by Tina Ornduff, Program Manager

In September 2012 we launched Course Builder, an open source learning platform for educators or anyone with something to teach, to create online courses. This was our experimental first step in the world of online education, and since then the features of Course Builder have continued to evolve. Mapping with Google, our latest MOOC, showcases new features of the platform.

From your own backyard all the way to Mount Everest, Google Maps and Google Earth are here to help you explore the world. You can learn to harness the world’s most comprehensive and accurate mapping tools by registering for Mapping with Google.

Mapping with Google is a self-paced, online course developed to help you better navigate the world around you by improving your use of the new Google Maps, Maps Engine Lite, and Google Earth. All registrants will receive an invitation to preview the new Google Maps.

Through a combination of video and text lessons, activities, and projects, you’ll learn to do much more than look up directions or find your house from outer space. Tell a story of your favorite locations with rich 3D imagery, or plot sights to see on your upcoming trip and share with your travel buddies. During the course, you’ll have the opportunity to learn from Google experts and collaborate with a worldwide community of participants, via Google+ Hangouts and a course forum.

Mapping with Google will be offered from June 10 - June 24, and you can choose whether to explore the features of Google Maps, Google Earth, or both. In addition, you’ll have the option to complete a project, applying the skills you’ve learned to earn a certificate. Visit g.co/mappingcourse to learn more and register today.

The world is a big place; we like to think that you can make it a bit more manageable and adventurous with Google’s mapping tools.

"Bulletproof uniforms" for grade school children

It never ends.  Here are excerpts from a Guardian story:

The pink bulletproof rucksack that 5-year-old Jaliyah wears to school every day reaches almost down to her knees and weighs 3lbs even when empty, but for her Colorado father, the size and solidity are part of the attraction.

"If you put it on her back, it almost covers her whole body," explains Demitric Boykin. "It was a very hard conversation to have but she knows that it's something that will keep her safe."

Lined with ballistic material that can stop a 9mm bullet travelling at 400 metres per second, the backpack is only one of a clutch of new products making their way into US schools in the wake of Newtown school massacre. As gun control legislation grinds to halt in Washington, a growing number of parents and teachers are taking matters into their own hands.

The Denver company that supplied Jaliyah's rucksack, Elite Sterling Security, has sold over 300 in the last two months and received inquiries from some 2,000 families across the US. It is also in discussion with more than a dozen schools in Colorado about equipping them with ballistic safety vests, a scaled-down version of military uniforms designed to hang in classroom cupboards for children to wear in an emergency....

Those behind this boom in school security are adamant they are not exploiting the fear, merely filling a growing need for safety.

AJ Zabadne, president of Elite Sterling Security, says his products should be seen as a routine precaution rather than something that would alarm children.

"It's like you find life jackets on ships or planes in case they go down," he says. "It's no different to having a seatbelt in a car."

There's a lot of money being made here.

Advanced Power Searching with Google: Lessons Learned

Posted by Dan Russell, Uber Tech Lead, Search Quality & User Happiness and Maggie Johnson, Director of Education and University Relations

Large classes are something you normally want to avoid like the plague. So the idea of being in a class with tens of thousands of students seems like a completely crazy idea.

But in January, 2013, Google offered a free “MOOC” (a Massive Open Online Course) to teach Advanced Power Searching (APS) to a wide variety of information professionals.

The wholly online class ran for two weeks covering advanced research skills in a challenge-based format. It also had a bit more than 35,000 students sign up for the class.

In this case, the large class size was a boon to the students. Not only was there a vigorous discussion of the material in the social media, but with a class this large, anytime you had a question, someone else in the class had almost certainly asked the same question and had an answer ready. As in many MOOCs, the large online class size did not stress any lecture hall capacities, but it did give the students the benefit of multicultural classmates that were effectively always present in the social spaces of the MOOC.

A typical Massive Open Online Course (MOOC) is a simple progression through a series of mini-lectures--usually a short video followed by reflective questions, problem sets and a few assessments. MOOCs can have huge numbers of students; dozens have been offered with over 150,000 students enrolled. Based on our experiments with Power Searching with Google in 2012, we wanted to do something different. When we offered Advanced Power Searching with Google (APS) in January of 2013, we decided to try out a number of new ideas.

Through this course, we wanted to enable our students to solve complex research questions using a variety of tools, such as Google Scholar, Patents, Books, Google+, etc.. We defined complex problems that had more than one right answer and more than one way to find those answers.

Unlike a traditional MOOC, the APS course had twelve challenges that students could tackle in any order they liked. There were four easy, four medium and four difficult challenges. Part of the design of the class was to have students discover the skills they’d need to solve the challenges and select appropriate video or text lessons. Students could also access case studies that showed how others solve similar problems.

We called our MOOC design “Choose your own adventure.” Each challenge presented a research question like this:

“You are in the city that is home to the House of Light. Nearby there is a museum in a converted school featuring paintings from the far-away Forest of Honey.

What traditional festival are you visiting?”

In this class, the large cohort of 35,000 students worked through the materials together, using online forums to ask questions as well as Google+ Hangouts to attend office hours and collaborate on solving challenges. Instructor Dan Russell and a group of teaching assistants monitored students’ activities and provided support as needed.

If they needed additional help, students could post a question on the forum or see how others solved the challenge. Students could post their solutions to challenges in a special “Peer explanations” section; a feature that many students appreciated as it let them see how others in the class approached the problem in their own ways.

In analyzing the data, we found that there were a decreasing number of views on each challenge page, indicating that students most likely tried the challenges in the order given. While some liked the ability to jump around, most tended to go through the content linearly. Most students who completed the course tried (or at least looked at) all twelve challenges. Many students who did not complete the course tried three or fewer challenges.

To earn a certificate of completion, students submitted two detailed case studies of how they solved a complex search challenge. Students provided great examples of how they used Google tools to research their family’s history, the origins of common objects, or trips they anticipate taking. In addition to listing their queries, they wrote details about how they knew websites were credible and what they learned along the way.

To assess their work, we experimented with letting the students grade their assignments based on a rubric. We collected their scores and compared them with a random sample of assignments graded by TAs. There was a moderate yet statistically significant correlation (r=0.44) between student scores and TA scores. In fact, the majority of students graded themselves within two points of how an expert grader assessed their work. This is a positive result since it suggests that self-graded project work in a MOOC can be valuable as a source of insight into student performance.

The challenge format seemed to be effective and motivating for a small, dedicated population of students. We had 35,000 registrants for this advanced course, and 12% earned a certificate of completion. This rate is somewhat lower than what we saw for Power Searching with Google, a more traditional MOOC. Students who did not complete the course reported a lack of time, and difficulty of the content as barriers.

One interesting point was that labeling the challenges as easy, medium or difficult likely had an unintentional effect. The first challenge was marked as “easy,” but many people found it difficult. This may have de-motivated students from attempting more difficult challenges. Next time, we plan to ask students if the first challenge was too easy, or too challenging, and then send them to a challenge at an appropriate level of difficulty.

Watch for more MOOCs on our products and services in the coming months. And watch for more experimentation as we apply what we have learned, and try more ideas and new approaches in future online courses.

An "augmented reality" sandbox

YouTube link.

Video of a sandbox equipped with a Kinect 3D camera and a projector to project a real-time colored topographic map with contour lines onto the sand surface. The sandbox lets virtual water flow over the surface using a GPU-based simulation of the Saint-Venant set of shallow water equations.

We (the UC Davis W.M. Keck Center for Active Visualization in the Earth Sciences, http://www.keckcaves.org) built this for an NSF-funded project on informal science education. These AR sandboxes will be set up as hands-on exhibits in science museums, such as the UC Davis Tahoe Environmental Research Center (TERC) or Lawrence Hall of Science.

Discussed at Reddit.

Chess is mandatory for students in Armenia

In Armenia, learning to play the grand game of strategy in school is mandatory for children - the only country in the world that makes chess compulsory - and the initiative has paid dividends. Armenia, a Caucasus country with a population of just three million, is a chess powerhouse...

In 2011, Armenia made chess compulsory for second, third and fourth-graders. That's why Susie and her classmates have two hours of chess every week in school...

"Chess is having a good influence on their performance in other subjects too. The kids are learning how to think, it's making them more confident," said teacher Rosanna Putanyan, watching her pupils play from the periphery...

"Chess develops various skills - leadership capacities, decision-making, strategic planning, logical thinking and responsibility," Ashotyan said. "We are building these traits in our youngsters. The future of the world depends on such creative leaders who have the capacity to make the right decisions, as well as the character to take responsibility for wrong decisions."

More than $3m has been spent on the project so far to supply chess equipment and learning aids in all Armenian schools, Ashotyan added. The majority of the budget was allocated to train chess players to become good teachers. In coming years, spending on chess is expected to rise, he said.

Kudos to Armenia.  Further details at Aljazeera.

Sequestration reaches NASA

NASA Internal Memo: Guidance for Education and Public Outreach Activities Under Sequestration 

Subject: Guidance for Education and Public Outreach Activities Under Sequestration

As you know, we have taken the first steps in addressing the mandatory spending cuts called for in the Budget Control Act of 2011. The law mandates a series of indiscriminate and significant across-the-board spending reductions totaling $1.2 trillion over 10 years.

As a result, we are forced to implement a number of new cost-saving measures, policies, and reviews in order to minimize impacts to the mission-critical activities of the Agency. We have already provided new guidance regarding conferences, travel, and training that reflect the new fiscal reality in which we find ourselves. Some have asked for more specific guidance at it relates to public outreach and engagement activities. That guidance is provided below.

Effective immediately, all education and public outreach activities should be suspended, pending further review. In terms of scope, this includes all public engagement and outreach events, programs, activities, and products developed and implemented by Headquarters, Mission Directorates, and Centers across the Agency, including all education and public outreach efforts conducted by programs and projects...

The rest of the text of the memorandum is at SpaceRef via Reddit.

It's worth noting here that the mandatory "across-the-board" spending cuts did not affect the salaries of Senators and Congressmen.

Some school buses now have wi-fi

As reported in the Star Tribune:

As more classes go digital, wireless access is no longer confined to brick buildings but is spreading to school buses.

Forget snoozing or socializing. En route to athletic games or other events, Chaska and Chanhassen students can now do their homework online, upload photos from field trips and read Web articles from their bus seats. Their school district, Eastern Carver County, is the first in the Twin Cities and second in the state to bring Wi-Fi to buses, joining a trend nationwide of turning raucous rides into quiet study time.

“It’s the future,” said transportation coordinator John Thomas.

This month, the west-metro school district finished outfitting 25 buses with the technology and plans to expand it to all 110 buses so kids — some of whom have 45-minute rides from rural homes — can also connect...

The 25 Wi-Fi buses are in use every day by the two high schools and three middle schools, he added. It cost about $13,000 to start up the technology and there will be about $5,000 a year in service fees from the district’s $4 million transportation budget. While Chaska schools mostly use the Wi-Fi buses for activities, the Bemidji buses are used more on daily routes, which can average an hour each way in the sprawling district.

Who else benefits from the technology?

“The bus drivers have said it’s been some of the quietest trips they’ve been on,” Thomas said.

Is there "no such thing as a stupid question" ?

A quick search confirms that that comment actually was made on television (by CNN anchor Deb Feyerick):

“We want to bring in our science guy, Bill Nye, and talk about something else that’s falling from the sky, and that is an asteroid,” the anchor said. “What’s coming our way? Is this the effect of, perhaps, global warming? Or is this just some meteoric occasion?”

Sigh...