The Edge Project

GK and NYPL jointly published on recent Edge Project collaboration 

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Global Kids and the New York Public Library just published an excerpt from our upcoming Worked Example on the Edge Project completed last spring: Digital Expression.

The Journal of Media Literacy Education is an online interdisciplinary journal that supports the development of research, scholarship and the pedagogy of media literacy education. Check out our pieces there on:

How Using Social Media Forced a Library to Work on the Edge in Their Efforts to Move Youth From “Hanging Out” to “Messing Around”

Or click Download file">here to download it. (If you would like to read the completed Worked Example, still in development, please contact us and let us know.)

Below is the abstract we wrote for the entire Worked Example:

I Dig Brazil Youth Learning Maps 

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So far, the I Dig Brazil teens in New York have already connected with youth in Chicago and university students in Brazil via Skype, collaborated with each other on building an interactive map of Piaui, explored the excitement of virtual worlds through Second Life, went backstage at the American Museum of Natural History for an interview with one of the scientists traveling to Brazil who gave us a private tour of prehistoric fossils... and it's only the second week!

Our youth have been doing some very exciting things in the "I Dig Brazil" program, one of which is creating their very own learning maps which helps them conceptualize all of the various places in which they learn. It never ceases to amaze me how wise our youth are. They’ve included the basics of learning such as “high school” and “my teachers”, but they’ve also included references to more personal and profound things, like, “my experience traveling abroad” and “my mistakes”.

I Dig Brazil Begins! 


View I Dig Brazil: Piauí, Maranhão & Tocantins in a larger map
This week was the beginning of "I Dig Brazil," the third installment in our successful "I Dig Science" camps that Global Kids has been running for the past two years with our friends at the Field Museum of Natural History in Chicago. My colleague Santi and I are excited to be running "I Dig Brazil" at the High School for Global Citizenship in Brooklyn, a great public school where each student is expected to not only achieve academic excellence but also to learn about global issues and global citizenship.

In the News: Extending Collaborative Learning to Incarcerated Youth 

The latest issue of the Youth Media Reporter focuses on New Media & Technology and features an article on our uCreate project

Global Kids uCreate Project: Extending Collaborative Learning to Incarcerated Youth in Two Cities

What can young people learn from reflecting on their own learning experiences, from becoming equipped with the power to not just share what they know but how they came to know it? Why are these skills particularly relevant in our emerging digital age where knowing how to tap collective knowledge can be as important as spending time learning on one’s own?

Sunukaddu - a voice for youth in Senegal 

This summer we were contacted by Laurel Felt, a Doctoral student at the USC Annenberg School for Communication & Journalism who was working on a educational project in Senegal. We were happy to share some of our wisdom and help out her project by sharing resources and thoughts on our Digital Expressions Digital Transcript. Below is a guest post by Laurel detailing the results of this.

I'm speaking about Global Kids on Metanomics Talk Show this Wednesday! 

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This Wednesday, March 24, at 12pm PST, I will be speaking on the very excellent virtual talk show Metanomics about some of our recent projects at Global Kids.  I'll be talking with Robert Bloomfield, or Beyers Sellers in Second Life, about our new "Edge Projects" that are helping other civic organizations experiment with digital media and virtual worlds in ways that challenge their practices and open up new possibilities for engagement and education.

To watch us live, head to the Metanomics site for details on viewing the show from the web or from within Second Life. The talk show archive video will also be available for viewing shortly afterwards on the site.

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.)

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?