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Example of Youth/Game Designer Collaboration in Playing For Keeps 

As the Global Kids Youth Leaders are set to launch their first Social Impact Game Design challenge with E-Line Media, we thought an example of their close collaboration would be of interest.

Below is the banner, designed by the youth within Gamestar Mechanic, that was shared with E-Line's designers:

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It shows two forces in confrontation and a protagonist caught in the middle, protecting the resources desired by the two.

Below is the final banner designed by the awesome crew at E-Line:

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It was adapted for this button, as well:

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Global Kids presenting at the Digital Media and Learning Conference 

GK panel at DML 2012 Last week, Global Kids and Global Kids' work was presented at the third annual Digital Media and Learning Conference, in San Francisco.

Global Kids organized one panel, which featured three of our staff member, two of our partners (New York Public Library and NYU's Games For Learning Institute), and three of our programs. We co-ran a table for HASTAC at the Mozilla Science Fair, where we spoke about three of our programs. And Myrna Rubel, a middle school principal, spoke on a second panel about our collaboration through a badging system.

Video from Beyond Game Play: Developing Youth Identity as Civic Minded Game Designers:

Reflections On the Power of Social Media from an Atlas Fellow at Global Kids 

For the past year, Melat Tekletsadik worked at Global Kids, as an Atlas Corp Fellow. In her recent blog post reviewing the lessons she learned working at Global Kids before returning to Ethiopia, she addresses how much she learned about the role of information technology in non-profits sector for quality delivery of programs and projects:

SAN FRANCISCO, Calif. -- Citing an ever-widening gap between in-school and out-of-school learning experiences, a team of researchers today introduced a model of learning -- ‘connected learning’ -- that taps into the rich new world of information, knowledge, and online collaboration available to youth and learners.

The connected learning model, which is anchored in a large body of research on how youth are using social media, the internet and digital media to learn and develop expertise, also seeks to respond to deepening fears of a class-based “equity” gap in education that, without intervention, is likely to be accelerated by disproportionate access to technology and new forms of knowledge sharing.

Global Kids Presenting Today at Digital Media and Learning Conference 

Global Kids is thrilled to return today to the third annual Digital Media and Learning Conference, this year in San Francisco.

We will be presenting twice today. The first is a panel at 2:30 featuring our partners and our collaborators on Playing For Keeps, NYC Haunts, and Create 2 Learn:

New Report of Global Kids' Badging System in Atlanta 

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In the Spring of 2011, Global Kids began working with the Epstein School in Atlanta, introducing them to the power, potential and perils of digital badging systems. Epstein identified nine subject areas to badge, and together we developed a strategy for running the badging system and rolling it out to the school in August, 2011.

Below is the mid-year report we delivered this past January to the funder, the Covenant Foundation. With the permission of both the school and Foundation, we share it below in the hopes of advancing our collective knowledge about the use of badging systems to support lifelong learning skills, both inside and outside formal educational settings.

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To learn more about other badging programs at GK, please explore the links below:
Below are a number of resources which highlights Global Kids’ educational use of badges over the past three years:

P4K Focused on Promoting Peace 

Yesterday, the youth leaders in Playing For Keeps finally decided on the topic for their first AMD Social Impact Game Design Challenge, which we are producing with E-Line Media on their Gamestar Mechanic platform.

After debating the importance and game-potential of a variety of topics, the youth finally decided on ending war. But what does that mean, exactly? And how do you clearly describe that to others? Below are some of the sheets they produced as they worked through the process to determine the content for and name for their first challenge: Playing for Peace:

defining the goals

Brainstorming the reasons for war

Criteria for winning the game

Brainstorming goals and winning criteria

NYC Haunts at MS 391 - Exploring Belmont 

Global Kids Leaders from MS 391 explored the neighborhood of Belmont, the Little Italy of the Bronx. With camera and iPads in hand they walked through the streets and talked with local vendors learning about how the neighborhood has changed in the last century. They sampled breadsticks from the local bakery and found that the residents were friendly and open to sharing their love for their community. Nilda Lopez and Danielle Youmeni of the Belmont Branch of the New York Public Library pulled books and videos for students to browse through and learn more about the area. They were fascinated that the library was once a movie theater and that cinema itself had a rich history there. After exploring students dined on local cuisine at Mario's, a restaurant on Arthur Avenue that had been there for over a century. The meal was followed by a stroll through the Arthur Avenue Retail Market. The young people came away from the trip inspired and ready to share with their peers what they learned and could be beneficial to the game they will be creating.

Check out some of the photos from the trip!

NYC Haunts at Hamilton Grange - Exploring Neighborhood History 

Youth at the Hamilton Grange Library Branch have a rich history to pull from. Their neighborhood boasts the former residencies of such notable people as Alexander Hamilton, George Gershwin, Thurgood Marshall, Paul Robeson, W.E.B. DuBois, James Anthony Bailey and many more. The first four sessions of the program have consisted of students learning what Aris is, what makes good storytelling, researching the historical figures in their neighborhood and beginning to set the scene for the game they are intending on creating. Thus far the youth have toyed with the idea of giving our detective special powers such as possession of a live body. As far as the plot for the game that will showcase the history of Hamilton Grange, students have decided to go against the missing persons trend the other sites have developed and create a bank robbery scenario that needs to be solved. While the story is still in its infancy, we are excited to see how the students develop this tale.