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Category Archives: civic engagement

Dolphin Tale: A Story of the Future of Learning

Posted on October 13, 2011 by Andrea Saveri
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Last week I saw the new Warner Brothers movie Dolphin Tale with my kids.  Warner Brothers describes the movie as a “heartwarming, fun adventure about the healing bonds of family, both human and animal.” What I saw was a great story about passion-based, need to know learning, and its transformative power.  Dolphin Tale shows what teaching and learning can be like, right now, if we approach it from the humanity of learners.  In this movie a young boy becomes aware of himself and his power as a learner.

Sawyer learning to feed Winter

http://dolphintalemovie.warnerbros.com

Dolphin Tale is based on a true story about the rescue and rehabilitation of an injured Dolphin of the coast of Florida. Twelve year old Sawyer has few friends and lives with his single mom (Dad split years ago).  He has to go to summer school to avoid failing out.  It’s boring. He’s pissed. On his way to class he finds a dolphin that has washed up on shore in a tangle of ropes and with a crab trap mangling his fin.  Sawyer uses his pocket knife (a gift from his cousin who is shipping out with the army) to cut the ropes and help the Dolphin (who gets named Winter later in the movie).  But Winter isn’t looking so good.  Clearwater Marine Hospital rescue workers arrive and prepare Winter for transport back to the hospital for rehabilitation.  The situation looks grim. As they’re about to drive off, they tell Sawyer he did a good job cutting the ropes.  After class Sawyer bikes by the dilapidated Clearwater Marine Hospital and sneeks in to check out Winter’s chances for survival. This launches Sawyer into a learning journey that is personally meaningful and rewarding for him and the broader community.

The transformative world of learning that emerges in Dolphin Tale rests on a few key components: “need to know” learning events; self service learning platforms; peer communities; peer assessment; public recognition of learning; and public impact/relevance.

Need to know learning events.  Finding Winter presents Sawyer with a compelling challenge, both moral and academic.  How is Winter going to survive if she can’t swim? It prompts compassion, responsibility, and action in Sawyer.  It compels him to find a solution.

Self service learning platforms.  As Sawyer learns more about Winter’s health and the complications associated with her survival, he turns to his garage workbench (where he tinkers already with toy helicopters) and jumps online to find out what he can about dolphins, fins, and prosthetics.  He educates himself.  He combines insights from visiting his injured cousin at a Veteran’s rehabilitation center with his Dolphin web research to come up with a solution approach for Winter.

Peer communities.  Sawyer cuts summer school and hangs out at the Marine Hospital to help with Winter’s rehabilitation.  He becomes one of them. He begins to act and think like a scientist, a problem solver. When his mom finds out he’s been ditching school he convinces her to give him permission to stay involved. She ultimately realizes he has become fired up and passionate about something meaningful when she sees how he has become a part of a peer community of learners and marine biologists.  They become an important learning community in which each is sharing knowledge and contributing to greater understanding.  His personal learning experience is nested in a larger community of exploration and learning.

Collaborating with peers.

http://dolphintalemovie.warnerbros.com

Peer assessment.  Sawyer tries to get credit for his work at the Marine Hospital at his summer school, but is unsuccessful.  The teacher states that if he doesn’t show up at class he can’t get credit.  Now Mom is pissed off too.  She tells Sawyer to go for it. The important assessment and validation of Sawyer’s learning rests in his peer community and his work’s impact in the community.  As he learns more and shows more confidence he takes on greater responsibilities and challenges with Winter.

Public impact/relevance.  The “project” that Sawyer invests his time and energy in has implications for the broader public.  The journey of finding and saving Winter ultimately saves the struggling Marine Hospital, creates a vibrant community organization, and most importantly becomes a symbol for many people struggling with disabilities.  Sawyer learns, the team learns, and the community benefits.

Many of these learning components are discussed in books like A New Culture of Learning: Cultivating the Imagination for a World of Constant Change and explored in projects funded by MacArthur Foundation’s Digital Media and Learning efforts .  It was great to see them in a popular movie.

Dolphin Tale is successful as an “education film” precisely because it’s purpose isn’t to tell us a story about the challenges and inequities of a broken system (e.g. Waiting for Superman), but to focus on the whole life of a learner and the personal relevance of learning.  Systemic decisions about education should flow from this perspective.  I hope educators, policy makers, parents, kids, and entrepreneurs watch this movie. It takes us in a direction of positioning education, teaching and learning as a purposeful, joyful and vital part of community life.

Posted in civic engagement, community, Learning, learning agents, resilience, schools, youth | Leave a reply

Making Global News Actionable

Posted on August 15, 2011 by Andrea Saveri
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What would our world be like if every time we read a news article or watched a news video that really touched our hearts and compelled us to do something, we could link directly to a meaningful opportunity to take action?   Something beyond, or in addition to, donating money or signing a petition?  How can we  link the news to meaningful actions in our own communities and our own lives and bring our friends, co-workers, or family along?

These are some of the ideas that emerge from Link TV’s recent white paper – Link News: Helping Youth Engage in the World.

The research was supported by the Knight Foundation and focused on how youth use news information and media, integrate it into their lives and connect it to their communities.  Ultimately, the research informed the design of Link TV’s new video website Link News, a site that uses live semantic search to surround videos with relevant content (video, articles, and information).

I worked with Link TV to conduct the research and prepare the white paper.  There is a full appendix of data to explore.

A couple of things stood out for me in this study–first the general passion of the youth we interviewed for their communities–it really felt like the interviewees were going to stick around in their communities and be the change, so to speak, rather than flee to some other “better” place.  They seemed to take a long view of their community.

And second, it struck me how important it is to have good links to factual information that supports a news story, especially global news.   The quality of education of young people is inconsistent and news organizations can’t assume consistent level of knowledge across their young viewers.   While watching a video of Syrian troops shelling the port city of Latakia it is nice to have a scrolling window nearby that explains where Syria is located, for example, who the leader of Syria is, and something about the Syrian military.  Some young viewers want to engage in global news and connect it with their own lives, but they don’t have basic knowledge to do so.

Given  budget strapped schools, in California and elsewhere, public service media has a real opportunity to become part of the broader community’s public learning and civic infrastructure

Posted in civic engagement, community, Education links, Learning, personal democracy, resilience, schools, youth | Leave a reply

The Future of Public Service Media

Posted on August 14, 2011 by Andrea Saveri
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The European Broadcast Union held its annual Eurovision TV Summit in May 2011 at the gorgeous KKL Luzern Culture and Convention Centre in Lucerne, Switzerland.  (Photos don’t do it justice!)

KKL Luzern Culture and Convention Centre

View opposite the KKL convention centre across Lake Lucerne

I was delighted to participate in this year’s program as a speaker in their Common Focus day (a mini TedX-like conference held on the 3rd day of the Summit.  The theme for Common Focus was the future of public service broadcasting—something I have been doing research on as a part of my work in education and youth, digital media, and civic engagement.  As the EBU described it: “This year the Common Focus Day will have a revamped format and will focus on the future of public service broadcasting, delving into how to engage and entertain new generations in an immersive way.”

I followed 14 year- old Adora Svitak, poet, student, and teacher – who provided the living proof to broadcasters that young people really do inhabit a vibrant digital media ecology and that television has to learn how to find its niche in this world if they want to be relevant in the lives of young people now and in the future.

My task was to talk about youth (the “new” generation)—in the bigger context of digital media and public service. I focused on how young people are experimenting with new forms of active citizenship and social engagement with digital media.  I shared some stories about the Harry Potter Alliance and the Prospect Sierra School student Carrot Mobs as examples of young people learning how to push their own boundaries, find the extent of their civic powers, and participate in social transformation using social, digital media.  If the European public broadcasters truly want to be public service broadcasters, they need to help young people redefine public service and civic engagement through digital media.  The broadcasters need to stop “paving the cow paths” by repurposing broadcast content for the web or add a web-based voting component to their programming and really embrace the digital media ecology and enable young people to create new kinds of publics, citizenship, and new forms of civic action.  If public broadcasters do this, they will be a critical part of the future civic infrastructure.

The organizer of the event, the dynamic Nicoletta Iacobacci, and I discussed the profound role that public broadcasters could have in defining what “socially responsible media” could be and how it could drive more widespread social change.  Nicoletta is organizing a TedX conference in Rome around the links between socially responsible media and transmedia. It is going to be fantastic so check it out.

Here is a link to all the EBU Eurovision Summit 2011 common focus speaker presentations.

Some highlights for me:

  • Maarten Lens-Fitzgerald, CEO of Layar showed several applications of mobile augmented reality and explained how the opening up of new “layers” of reality is creating a new digital and interactive frontier.
  • Rob McIntosh provided a really nice framework for thinking about the ecology of screens: small (smart phone), medium (tablet), large (PC), extra large (HDTV).  He described how broadcasters need to think about how their content moves across this ecology and how the experience of socialness changes, or can change. He raised some good questions about what high immersion or high interaction can look like and what it can mean for an individual’s or group’s experience.
  • Ian Ginn (Hubbub Media/Transmedia Learning Network) reminded us that storytelling has always been immersive.   The new thing is that the boundaries and scope of the story world has exploded.  Broadcasters need to understand how they can help people become storytellers in communities online and how they can support the development and evolution of stories across media platforms in meaningful ways.
  • Orvar Safstrom (Videogame journalist and writer) did a nice wrap up for broadcasters.  He started with a comparison to the trench warfare of World War I as an example of technology and innovation outpacing strategy– perhaps a shock to the broadcasters but an apt analogy.  A nice statement of his that stuck with me was “let your users take content into their hearts and out into their lives.”
Posted in civic engagement, community, design, forecast, resilience, youth | Leave a reply

Leicester Experiments with Amplification

Posted on May 4, 2010 by Andrea Saveri
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It is always gratifying to see ideas put into action and to witness experiments unfold and produce unexpected results.   The folks who produced Amplified Leicester just spent the past year in a community-based prototyping project that provided the city of Leicester with some great learning about using digital media to expand the sharing, collaboration, innovation capacities of its residents.

The project was born from the vision of Professor Sue Thomas at DeMontfort University and her work in transliteracy at DMU’s Institute of Creative Technologies and NLab.  Two years ago I spoke at NLab’s small business conference and discussed how digital media can amplify individual social and collaborative capacities and ultimately reshape and amplify groups at a larger scale like organizations and communities.  A year ago I addressed the Nlab group about how amplified organizations can begin to develop more flexible social and economic platforms that infuse resilience into community infrastructures.

This year, Amplified Leicester put it all into practice and engaged a group of Leicester residents in a process of learning how to become amplified through digital media and then use that knowledge to innovate at a grassroots level and develop practical applications of collaborative media in Leicester.  The participants included artists, moms, local politicians, city service employees, non-profit directors, a librarian, and even a police inspector.

On April 15, 2010 Amplified Leicester welcomed the public to a showcase of all the projects that included various workshops and presentations by the participants and their team.  The archive (linked to above) includes my keynote presentation about community response to the resilience imperative, remarks by Project Director, Professor Sue Thomas and Thilo Boeck, Sr. Research Fellow at DMU’s Centre for Social Action, and descriptions of the participants’ projects.

The showcase, while marking a milestone for the project and celebrating a lot of hard work, was just the beginning. It kicked off an ongoing engagement with the broader community of Leicester about amplifying for innovation and resilience.  Every two weeks the Amplified Leicester community meets to discuss questions, ideas, and lessons about how digital media can help them sense their world, create shared resources, and act collaboratively.

Posted in civic engagement, community, design, resilience | Leave a reply

The Race to the Top Leaves out a Key Player (part 1 of 2)

Posted on August 28, 2009 by Andrea Saveri
1

“What sense does it make to try to reform urban schools while the communities around them stagnate or collapse?”

Mark Warren, Associate Professor of Education at Harvard University, asks this fundamental question that is largely unaddressed in the current debates over school reform and the race to the top in education.

He wrote this in 2005, and it is even more insightful and on target today given the increases in job loss, housing foreclosures, education cuts, and the harsh realities of community life for many Americans. How can schools get to the top if their communities remain at the bottom? How can the race to the top increase the wellbeing of both schools and communities?

His paper, Communities and Schools: A New View of Urban Education Reform, makes the case that the fates of urban schools and communities are inextricably linked yet education reformers and community developers often work in silos. Following the outlines of the reform agenda of Education Secretary Arne Duncan, it seems that school transformation is positioned largely out of the community context—out of the set of institutions and relationships that fully shape the learning experiences and well-being of the K-12 population and their families.

Communities and Schools is particularly important to keep in mind today as the stimulus package is providing historic levels of funding for school improvement, as charter school networks and other third party school management organizations are expanding in districts, and as “disruptive” innovations (online learning and virtual schools are the recent popular examples) are gaining attention. There is an opportunity to open up the scope of reform and do things differently. If school improvement remains constrained in the education reform box, gains in school and community well-being may only go so far.

Why Community Matters

Warren offers a compelling case for why we need to link education reform and community revitalization and he provides a framework for thinking about strategies to implement collaborative school-community transformation.

1.) Kids can’t learn if they lack adequate housing, nutrition, safe, and secure environments.

2.) Schools can’t teach children well if they don’t understand their students (their lives and culture) and they lack meaningful relationships with their families.

3.) When school and community are isolated from each other a culture of power in schools can exacerbate “deficit” views of low-income parents, fueling tensions and undermining efforts at collaboration, and overlooking potential social and cultural resources.

4.) Structural inequalities of low income urban schools, such as their lack of resources compared to suburban schools, requires broader political engagement to sustainably address.

By joining school reform and community revitalization, Warren says that reform strategies “ emerge in a dialectic between experts and an engaged community of stakeholders in and around schools.” Authentic participation enhances commitment and success. Reform efforts take root in the values, concerns, and conditions of local communities. It seems that any effort to scale school “turnarounds”, “restarts”, and “transformations” would need to involve some kind of school-community collaboration in order to be relevant and avoid a “cookie cutter” approach.

Approaches for School-Community Collaboration

Warren’s framework for understanding the possibilities for school-community collaborations hinge on two important concepts: social capital and relational power. He defines social capital as “the set of resources that inhere in relationships of trust and cooperation.” Schools with high social capital are able to make the most of the assets they do have and can mobilize their social capital for greater resources. These are the intersecting relationships that bring people and resources together toward shared goals. This web of trust and cooperation also provides what Warren calls, “social closure” for children, a shared context among children and adults in which there are unifies sets of expectations and behaviors and coordinated actions to achieve their development holistically. The Harlem Children’s Zone comes to mind here, in which the institutions in the “zone” bring sets of relationships, resources, and a common vision together to improve the lives of its resident school age population.

Social capital does not necessarily imply power, particularly in the case of the urban communities where poverty and racism exist. Warren contrasts relational power (the power to get things done) with unilateral power (power over others). Relational power is developed through collaborative, problem solving approaches. It is necessary for working through community tensions and confronting tough challenges collectively. Relational power helps build the capacity of the school to actively co-create solutions with community organizations rather than be a passive recipient of their services.

Warren describes several case studies of school-community collaborations in which social capital and relational power were developed to make school-community improvements. They represent three distinct models for school-community collaboration.

1.) The service model: schools develop as a full service site for a range of programs for children and their families. These neighborhood hubs are often open beyond normal school hours and can provide health services, afterschool ESL, adult education and other programs for community residents. In this model, the community extends into the school to wrap services around the needs of the school population.

2.) The development model: includes the community sponsorship of a new school such as a charter school, and are typically oriented around a set of shared values and perhaps a pedagogical approach, such as many of the recent charters that are organized around technology and project based inquiry methods in the classroom.

3.) The organizing model: community organizations, like neighborhood associations, collaborate with schools to develop leadership skills, relationship building, and public action among community residents and within the school to improve the school-community. School sites become hubs of political organizing and parent leaders emerge as key links between school and community issues.

While these models differ in their approaches for developing relational power and social capital, they all work toward creating public schools as “institutional anchors for low income, urban communities.” This is a significant difference from the reform efforts we hear today. Besides Obama’s public (and financial) support of the Harlem Children’s Zone, school improvement remains disconnected from its social, economic, and political context—the broader community that surrounds it. Schools may succeed in bringing down their dropout rates, and may gain a few points in standardized test, but the communities they inhabit, and that their students eat, sleep, socialize, live and learn in, will still languish.

(next, part 2, A Resilience Model for School-Community Collaboration)

Posted in civic engagement, community, Learning, schools | 1 Reply

Looking for WalMart Effects in Education

Posted on August 17, 2009 by Andrea Saveri
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Daniel Goleman spoke at the beautiful new David Brower Center in Berkeley on August 13th (as part of a seminar hosted by the Center for EcoLiteracy) about his new book Ecological Intelligence: How Knowing the Hidden Impacts of What We Buy Can Change Everything. Two big ideas that stuck with me were (1) the emergence of new tools and techniques for achieving radical transparency of products—a deep accounting of a products biological and ecological risks across its life cycle and across its supply chain, communicated in easy to understand rating systems and indices like the GoodGuide; and (2) the need for introducing ecological intelligence into the K-12 school curriculum to develop a generation of globally and ecologically empathic individuals. Radical transparency combined with ecological intelligence provides the data and the collective human capacity to turn empathy for the planet into meaningful action.

Goleman explained that ecological intelligence is the capacity to live well in our ecosystem. It is an extension of our emotional and social intelligence to a planetary level in which our collective empathy is put into action globally. With emotional intelligence we learn how to identify, assess, and manage our own emotions. With social intelligence we learn how to manage relationships and develop empathy. According to Goleman, ecological intelligence “lets us apply what we learn about how human activity impinges on ecosystems so as to do less harm and once again live sustainably in our niche—these days the entire planet.” Many native groups do this well, like the tiny Sher village in Tibet that has sustained itself on a steep mountainside for over a thousand years. We don’t. Our modern routines and industrial systems have disconnected us from our adverse impacts on the world. We need to change this if we are to create significant and lasting positive impacts on the health of the planet and preserve the human species.

Goleman proposes that with ecological intelligence and radical transparency we will relate more empathically to information about human risks (like exposure to harmful pesticides) and ecological damage (like destruction of coral reefs from chemicals in sunscreen) and make different consumer decisions. As companies respond to new market choices and demands driven by ecological intelligence and radical transparency (and potential cost savings) they will innovate business and industrial practices that are less destructive to human and ecological wellbeing. Goleman sees the supply chain as the point of leverage and points to WalMart’s new sustainability index as a way for their suppliers to compete for shelf space. With 200 million customers and 60,000 suppliers, the impact is huge.

Developing ecological intelligence in the school age population is necessary for nurturing an ecologically empathic future generation of leaders, consumers, voters, innovators, and community members. And Goleman is hopeful because there seems to be an emerging track record here. He stated that a new study is about to be released, a meta analysis, (he didn’t cite it in his talk so I have no reference unfortunately! I’m trying to track it down.) that reviews research on classrooms that implemented social-emotional learning (SEL) in the school curriculum. Those classes that were exposed to SEL reported lower rates of antisocial behavior (e.g. bullying), high rates of pro-social behaviors (e.g. cooperation), and higher levels of academic outcomes. Introducing ecological intelligence into K-12 curriculum could extend those positive results to our behaviors regarding human-natural ecosystems and raise student achievement at the same time. That is exciting.

Goleman mentioned that there is discussion about having some form of ecological intelligence curriculum included as part of a revised No Child Left Behind bill. That is one way to diffuse ecological intelligence, but it might just be perceived as one more requirement added to teachers’ load and could become watered down and scripted curriculum by the time is reaches the classroom. Perhaps we should look at the supply chain in education to think about other ways to catalyze ecological intelligence in schools. WalMart acts as a de facto regulator and has huge impact on changing behaviors of manufacturing and industrial processes because of its size and leverage on supply chains.

Where in education is there that kind of catalyzing effect without going to the federal government? Another player in the education ecosystem with big leverage is higher education—colleges and universities. Imagine if they required applicants to demonstrate ecological intelligence. Just as suppliers are intent on getting their product on a WalMart shelf, families and schools are increasingly focused on getting their kids into college. Foundations have built initiatives on facilitating entry to college, K-8th grade and high schools have oriented curriculum around college entrance, and a thriving market of commercial providers has targeted college acceptance to design an array products and services.

The University of California and California State University systems together serve over 670,000 students. Imagine if they required applicants to demonstrate proficiency or a certain number of course credits in ecological intelligence. What if their application included an essay question or description of a project that dealt with ecological intelligence? What are other levers in the education supply chain? There may be other creative ways to stimulate the states into finding ways of diffusing ecological intelligence into curriculum, service learning opportunities, and even internships with businesses. Focusing in the education supply chain may provide ideas for some useful strategies.

Posted in civic engagement, community, design, ecoschools, Education links, forecast, Learning | Leave a reply

Achieving Personal Democracy

Posted on July 13, 2009 by Andrea Saveri
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I attended the Personal Democracy Forum in New York City in late June and returned home excited about how  social media and web 2.0 tools can help to create a transparent, accountable, and innovative government and a more inclusive and dynamic civic sphere.  I also returned with a deeply nagging concern that we may not get there from here.  Not because of any technological barriers, lack of will, or lack of creativity, but because of our education system.

The personal democracy reflected by the speakers and discussions at PDF assumes an engaged, tolerant, and reflective citizenry.  It assumes a personal relationship with civic sphere and the capacity to think critically about complex topics, debate issues, cooperate, and solve problems.   Are the goals, strategies, and resources of the education system aligned to support personal democracy?  I’m sure there are examples of schools and districts that are, but is the whole system? What kind of citizenry is our education system creating?

Jeff Jarvis invited the audience into a discussion about the government as a platform, an API, a network that allows citizens to fully engage, create and innovate as a part of the civic process.  He exclaimed, “do what you do best and link to the rest, ” whether that is volunteering, campaigning, or any other activity in the public interest.

Vivek Kundra, the first CIO of the United States, thrilled the audience with the IT Dashboard, a site that makes all federal IT spending open and accessible to the public, and mashable.  In notes to the Press Kundra said,  “In making this data publicly available, we are providing unfettered access to investment performance to its true owners – the American people.”

David Weinberger described how a digitally-based personal democracy benefits from difference and seeks higher truths.  The “hyperlinked world of difference adds context and meaning” and “argument, conversations, debate, controversy give up wisdom not just facts”.  This new open platform will bring transparency to government enabling us to scale democracy and discover deeper insight, and presumably create a more just and equitable society.   “The linked world of difference gives us a greater sense of truth of what a topic is than the paper world”.

These statements are exciting, possible to realize, and could bring real transformation to governance. But then I think about danah boyd’s and Michael Wesch’s presentations.

danah posed the question: are we growing together or apart?  She suggested that we’re falling prey to the shallow argument of “anyone can participate if we just give them access”.   She continued to reveal how racism and classism manifest in social networks, suggesting that we are witnessing the equivalent of the “modern incarnation of white flight” among social networking sites.  The early signs of stratification online by race and class exist, and we risk creating a bourgeois public sphere rather than a truly broad and inclusive one.

Michael Wesch, giving a standing ovation presentation, asked if we can use the new media ecology to conquer narcissism and triviality he sees in the MTV generation.  Can we discover our authentic selves, he asked, a deeper sense of self-awareness in the new media ecology that provides tremendous connection without constraints?  Can we shift our society, specifically youth culture, from the indifferent “whatever” to the purposeful “whatever” it takes?

Both danah’s and Michael Wesch’s talks point to education transformation as a critical factor in creating a broad and inclusive personal democracy. Given this country’s dropout rates (particularly in large metropolitan areas), the economic constraints that face public education in the next decade, and the uncertain national leadership in education system, it is unsure whether the student age population that matures along with the personal democracy platform will engage in a personal democracy even if there is access.

There are some hopeful signs on the horizon. The Partnership for 21st Century Skills is working with educators in 10 states to introduce a new curriculum framework that includes 21st century themes (such as global awareness, civic literacy, health & wellness awareness, and financial literacy)  along with Life & Career Skills; Information, Media, and Technology Skills; and Learning & Innovation Skills.  While Partnership for 21st Century skills tends to weigh heavily on workplace skills for a knowledge economy, stressing global competition as a key element in its rationale, the effort moves curriculum away from traditionally siloed subject areas and toward relevant, integrated activities that connect students with their broader world.   And CIRCLE at Tufts University is a research and information center supporting the link between academic success and civic education and engagement.  Service learning is becoming more common at K-12 schools and the eco-schools movement is using food and nutrition to make the link youth, health, geographic community, and learning.

In order to achieve the personal democracy envisioned at the PD Forum, the tools of personal democracy, the digital media applications and the cooperative, bottom up, social practices, need to be used to bring a systemic alternative to education in the U.S.   Perhaps having the equivalent of a Vivek Kundra and a Beth Noveck (Wiki Government) in the Department of Education could bring a sophisticated awareness and understanding of transparency, openness and bottom-up, co-creation to the education policy and institutional worlds.   What kind of incentives would catalyze social media application developers to focus on mobile and web-based apps for families and communities to self-organize and create their own relevant learning ecologies?  We need an Obama style campaign to get education raised to a first tier issue in this country at the national and local levels.

Perhaps these can be threads discussed at the next PD Forum so that we can ensure that personal democracy is not just accessible to all, but meaningful, relevant, and treasured by all.

Posted in civic engagement, community, design, ecoschools, Learning, personal democracy | Leave a reply

RSS Diigo bookmarks

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