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The Edge Project was an initiative of Global Kids, Inc., funded by the MacArthur Foundation. It aimed to expand the capacity of civic and cultural institutions to use digital media as innovative educational platforms that engage youth in learning and promote youth civic participation.


More specifically, the Edge Project was interested in civic and cultural institutions bringing cutting-edge digital media into their youth educational programs. It was equally interested in where this type of programming can be a disruptive force challenging the educators and/or the institutional cultural to work on the edge of their comfort level.


At the end of the day, we wanted to better understand the following question: How do institutions find their balance working on this edge?


Global Kids' Edge Projects explored this and other questions over two years (2009-2011) through a series of short-term educational programs developed and implemented in partnership with a variety of national civic and cultural institutions that are exemplars within their communities of practice:

 

  • The Charlotte Mecklenburg Library (Charlotte, NC)
  • Dane County Jail (Madison, WI)
  • The Field Museum (Chicago, IL)
  • Jail North (Charlotte, NC)
  • Madison Public Library (Madison, WI)
  • MOUSE (NY, NY)
  • The Museum For African Art (NY, NY)
  • The New York Public Library (NY, NY)
  • The Noguchi Museum (NY, NY)
  • The United States Holocaust Memorial Museum (Washington, D.C.)

This report will offer the following:

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?