Learner at the Center of a Networked World

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THE REPORT OF

AAspenReportPrint.inddspenReportPrint.indd 0303 66/5/14/5/14 77:58:58 AMAM The Aspen Institute Task Force on Learning and the Internet invites you to view the digital version of this report at www.aspentaskforce.org.

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A project of the Aspen Institute Communications and Society Program and the John D. and Catherine T. MacArthur Foundation.

AAspenReportPrint.inddspenReportPrint.indd 0404 66/5/14/5/14 77:58:58 AMAM CONTENTS

3 Foreword, Honorary Co-Chairs Jeb Bush and Rosario Dawson

9 Preface, Julia Stasch and Walter Isaacson

15 Executive Summary

LEARNER AT THE CENTER OF A NETWORKED WORLD

26 Introduction

35 The Challenges to Creating a New Culture of Learning

39 Task Force Recommendations and Action Steps

41 Learners need to be at the center of new learning networks.

51 Every student should have access to learning networks.

61 Learning networks need to be interoperable.

67 All learners should have the literacies necessary to utilize media as well as safeguard themselves in the digital age.

77 Students should have safe and trusted environments for learning.

86 Conclusion

88 Endnotes

92 Glossary

94 Engagement Process

96 Member Biographies

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4 1 / 5 / 66/5/14 7:58 AM w we deliver these to w we deliver , the quality of education , the quality of education revolution has turned passive has turned passive revolution challenged as customers connect challenged as customers tests, American students are falling falling are tests, American students one another and the line blurs between one another and the line in a time of transformational opportunities. transformational in a time of to reshaping with respect ection point they can begin courses before remedial nd they must take 3

d d n i . t n i r P t r o today will determine America’s strength in the future and help in the future strength America’s will determine today prosperity. their own secure individuals according to international Yet, suggest which in other countries, farther behind their counterparts is not working model of education our 18th and 19th century that half of all Hispanic and Nearly in the 21st century. as it should They are illiterate. functionally graders are African American fourth students many Even students. white behind and a half years two in system and enroll education our secondary it through make who college fi their college studies. directly with suppliers or directly The digital consumers and creators. every age. In our country individuals—of Technology has been the driving force behind dramatic advances advances behind dramatic force the driving has been Technology after industry has Industry of society. occurring in every sector models seen traditional business users. active viewers into an infl America is at and indeed ho learning, teaching, institutions We are living We FOREWORD p e R n e p s AAspenReportPrint.indd 3 AAspenReportPrint.indd 4 s p LEARNER AT THE CENTER · 4 e n R e p anytime, anywhere, incoursestailored totheirown learning style, or endwhen the dismissalschoolbellrings.Kidscan attend class students, learningdoes notstartwhen theyenter theirhomeroom This startswithputtingthefocus onthestudent. For today’s credentialing learningfor students ofallages. is expandingthepossibilitiesfor inspiring,mentoring, assessingand parents, andlearningfrom and withotherprofessionals. Anewera utilize networking for preparing classes,connectingtostudents and directly toresources, people andactivities. Teachers likewise will New learningnetworks allow learnersandteachersalike toconnect each andeverychildreach hisorherfull potential. create adiverse systemofeducational opportunitiesthat canhelp learning networks. It arguesthat weneedtoembraceinnovation to learner needstobeat thecenter ofnovel approaches andinnovative This report setsforth avisionthat stemsfrom thepremise that the and inthereal world, insideand new systemoflearning—onlineandoffl platforms. Thejobsoftoday, andtomorrow, willrequire anentirely economy ofcreating, developingandsellingacross avastarray of models andevenclassroom designhave beenreplaced byan Manufacturing andfactorieswhich infl o r t P r i n t . i n d d

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4 1 / 5 / 66/5/14 7:58 AM were made available to made available were te the support they received from from te the support they received performance for all students, all students, for performance it can be—we could realize the realize it can be—we could unications and Society Program, for bringing for and Society Program, unications rt and guidance from the John D. and Catherine and Catherine D. the John rt and guidance from 5

d d n i . t n i r P t r o substantially reducing the disparities that have long been a troubling long been a troubling have the disparities that reducing substantially system. aspect of the American educational receive. can and should every student This is the education issues, the Aspen other important these and many address To Institute, with suppo Force established a high level Task Foundation, MacArthur T. to serve as the honored were We on Learning and the Internet. Force. Task Co-Chairs of that Honorary co- ably Force, to the members of the Task very grateful are We Kumar. Maria Teresa Bailey and by our colleagues John chaired and the and the MacArthur Foundation, thank Connie Yowell We Aspen Institute Comm apprecia to fruition. We this project their for and Richard Adler Group, Creative Swell Hill Group, Penn his support for Rothman support, and to Robert and in depth work potential for improving academic improving for potential and at their own pace. We can create an education system where system where an education create can pace. We their own and at learning the variable, with being the constant instead of time variable is time. If the and the mastery of content is the constant personalized learning opportunity for all students—and we believe that we believe that all students—and p e R n e p s AAspenReportPrint.indd 5 AAspenReportPrint.indd 6 s p LEARNER AT THE CENTER · 6 e n R e p that willprotect children’s safety andprivacy online without from theirﬁ Learners needdigital literacyskills providers andnetworks, andhave cr so that learnerscanseamlessly move amonglearningplatforms, the opportunitiestheyoff everyone needs aff centered onthat learnerandhisorhercollaborators. InAmerica, realized inpractice—thenlearning networ proposition that seemsobvious, further. Ifthelearnerisat thecenter ofthelearningprocess—a Good teachershave always putthelearnerﬁ on ourbeliefthat students mustbeat thecenter ofeducation. point inthereport. Thisrepresents ashared senseofavisionbased understandably, noteverymemberagrees witheverysentence or conveys thesense ofopportunity following report andrecommendatio input, andinternal deliberations, the After ayear ofstudy, outreach tomany stakeholders, public undertook. Theseare alsodetailedintheAppendix. the publicdialogueandoutreach interviews that theTask Force with writing.Andweverymuchvalu o r t P r i n t . i n d d

6 rst click.Theyneedtolearn in“trustedenvironments” ordable accesstosuffi er. Thesystemneedstobeinteroperable but hasnotalways been easily to navigate thesenetworks edentials that follow them. the Task Force’s deliberations, Task Force hasarrived at the ns for action.Whilethisreport e themany contributions from ciently robust networks and ks are individualized and rst. Butthis visiongoes 66/5/14 7:58AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:58 AM n tutors, need to adapt to n tutors, need to adapt to We to our students. ered c and the exciting future our future c and the exciting hope everyone will join in hope everyone 7

d d n i . BUSH t n i r B P t r EEEEEEE o HONORARY CO-CHAIR HONORARY CO-CHAIR HONORARY CO-CHAIR HONORARY J compromising their ability to learn. And the myriad of institutions of institutions And the myriad their ability to learn. compromising to schools learning opportunities—from in providing involved online from museums to libraries, from afterschool programs, and in-perso to parents course providers DAWSON ROSARIO BUSH JEB be part of these learning networks and support these new ways of new ways and support these networks be part of these learning and makes each of those concepts explores learning. This Report we that actions for recommendations taking. as we, support this vision, If you, commend this vision to you. We the to be done to improve much needs will see that then you off and opportunities learning processes will become part of ahead you and years in the months hope that the learners—at to place students—the urge you We this movement. topi thinking about this of your center on it, and depending are and our nation holds. Our children country deserve nothing less. p e R n e p s AAspenReportPrint.indd 7 AAspenReportPrint.inddspenReportPrint.indd 8 66/5/14/5/14 77:58:58 AMAM M A

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4 1 / 5 / 66/5/14 7:58 AM of research projects on the projects of research

rtunities and concerns led the learners have to adapt a large to adapt a large learners have rt the non-partisan Aspen Institute 9

d d n i . t n i sometimes the landscape of learning. And across to move cult r P t r o PREFACE p After funding a series After funding Communications and Society Program in the formation of a Task of a Task in the formation and Society Program Communications and changing environment in this rapidly learning to envision Force vision. that barriers to realizing to address to suggest ways MacArthur Foundation to suppo MacArthur Foundation the reactions to legitimate problems such as safety and privacy can and privacy such as safety problems legitimate to the reactions that the openness and movement prevent that in overreactions result a learner needs online. These oppo nature of learning over the past decade, the John D. and Catherine and Catherine D. past decade, the John the of learning over nature century 21st came to the conclusion that MacArthur Foundation T. to connect to their academics, ways learners had new and powerful to anyone available now resources of their peers and the vast array The opportunities these anywhere. to their own and outside the classroom inside of resources network with others can solve styles and to collaborate learning particular alike. and educators concerns of parents legitimate many future. this promising frustrate But a series of barriers could the when to engage. Even without the tools or resources are Many it silos, making in separate operate they often present, are resources diffi e R n e p s AAspenReportPrint.indd 9 AAspenReportPrint.indd 10 s p LEARNER AT THE CENTER · 10 e n R e p appreciate thecommitment that eachMember brought totheprocess. individualized editing,tocreate thissetofrecommendations. We outreach tothelearning community roundtable meetings,multiple virtualmeetings,commissioned appear intheAppendix, worked togetherthrough four in-person They andtheothermembersofTask Force, whose biographies the recommendations inthisreport. skills inbringingthelargergroup toconsensusonboththevisionand Force, leadVoto Latino. We are grateful for theirsigniﬁ Honorary Co-Chair,andMariaTeresa Kumar, Co-ChairoftheTask Foundation for Excellence inEducation. Andactress Rosario Dawson, the Task Force, bothconnecttothistopicthrough theirwork for the Force. Jeb Bush,Honorary Co-Chair,andJohn Bailey, Co-Chairof We were fortunate togettwo leadershipteamstoco-chairtheTask tensions, orat leastmove theconversation forward? and privacy, ontheother.What measures could bestreconcile these in fostering learningandinnovation, ontheonehand,andsafety learning landscapes,andtoaddress thetensionsofvaluesinherent The Instituteasked theTask Force tounderstand thepotential ofnew in education, technologyandthecivic sphere toreimagine learning. Communications andSociety With thisguidance,andﬁ o r t P r i n t . i n d d

1 0 nancial support from MacArthur, the nancial supportfrom MacArthur,the Program assembled20diverse leaders and to the public, and by their and tothepublic, bytheir cant leadership 66/5/14 7:58AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:58 AM c action steps that sure orts to make eport, but they have all agreed eport, but they have ill also help one keep safe and safe ill also help one keep needs one that learning, but ective and the Aspen Institute are pleasedand the Aspen Institute are “interoperability,” which is exactly which “interoperability,” truly are If learners implications. cant 1 1

d d n i . t n i r P t r o could bring about that vision. bring about that could to this vision, the general principles and the specifi The vision of learners at the center of their learning networks haslearning networks of their the center learners at The vision of and signifi broad potentially at the center, there needs to be more and better eff and needs to be more there the center, at tools, content software, every learner has access to the hardware, that of this vision. Technology advantage and literacy necessary to take he or she uses and whenever the learner wherever for needs to work the word uses Force it. The Task the learner, around revolve technology should is needed: the what the digital possess And the learner should around. not the other way understand the media in both the virtualage literacy tools to use and These literacies w worlds. and physical the that of a “trusted environment” elements in the digital world, private eff necessary for found Force Task throughout moves as the learner and innovation openness for to allow the system. the MacArthur Foundation at We a at arrive could of 20 outstanding individuals Force Task this that member Force not every Task understand that We unanimous report. in the r with every statement agree may p e R n e p s AAspenReportPrint.indd 11 AAspenReportPrint.indd 12 s p LEARNER AT THE CENTER · 12 e n R e p UI TSH NEI RSDN WALTER ISAACSON, PRESIDENTANDCEO The Aspen Institute John D. and Catherine T. MacArthur Foundation JULIA STASCH, INTERIM PRESIDENT We hopeyou willread, refl the work ofthe Program inthisregard. policy programs. TheMacArthurFoundation waspleasedtosupport thus doesnotnecessarily refl societal impactofinformation Institute Communicat So that thereader isnotconfused,thisreport emanates from theAspen Foundation andtheAspenInstitutewho Bob Rothman, ConnieYowell andthemany othersat theMacArthur Society Program staff Group, Swell Creative Group, the Co-Chairs: totheTask Force members,ourconsultants Penn Hill We addourthankstothoseexpressed intheForeword byourHonorary together willwemove tothenexteraofeducating ourpopulace. to you toactinways you seefi forward tobringtheseAction Steps toreality. We commendthem educators, communityactivists, par The nextstepisfor governments, publicoffi o r t P r i n t . i n d d

1 2 , primarywriterRichardAdler, ions andSocietyProgram, which looksat the ect on,andsupportthisreport. ect theviewpoints of t. Only by wide constituencies acting t. Only bywideconstituenciesacting and communications technologies, and communications technologies, Aspen InstituteComm ents andstudents alltomove brought thisreport tofruition. cials, school districts, other Aspen Institute other AspenInstitute editorial consultant editorial consultant unications and unications and 66/5/14 7:58AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:58 AM ve ts ned -line, and -line, on Learning and the Internet, and the Internet, on Learning

and federal levels to tackle them levels to tackle and federal each A visual of how ciency. action is and businesses–can take ts to stakeholders, public input and to stakeholders, 5 1

d d n i . t n i r P t r o The Aspen Task Force Task The Aspen EXECUTIVE SUMMARY EXECUTIVE After a year of study, outreach outreach study, of After a year how parents, teachers, young learners, businesses and nonprofi young teachers, parents, how opportunities, online and off can expand new learning inside and outside the classroom. a new vision of believes that Force the Task deliberations, internal able learners are young that to ensure learning is emerging. But serious we must resolve of the opportunity, advantage full to take help and equity of access. To literacy privacy, issues of trust, safety, fi has highlighted Force some of these challenges, the Task resolve action steps with the intention principles and twenty-six essential wrestle action–a tool to help those who they be used as a guide for state the local, with these issues at and effi clarity, with new insights, school district leaders, educators, parents, stakeholder–government, non-profi foundations, students, with support and guidance from the John D. and Catherine T. T. and Catherine D. John the and guidance from with support and respected of 20 innovative group is a MacArthur Foundation, and business, privacy education, public policy, minds in technology, in which goal was to understand the ways Force’s The Task safety. and innovation and to optimize learning people learn today young defi Force the Task there, From within a trusted environment. included in this summary. p e R n e p s AAspenReportPrint.indd 15 AAspenReportPrint.indd 16 s p LEARNER AT THE CENTER · 16 e n R e p rewarding learningexperiencesfor young learnersare asfollows: participants inlearningnetworks. classroom. Communityorganiza help themintegrate newmethodsoflearninginto andoutsidethe accelerate theirlearning.Parents andteachersneedsupportto learners at thecenter ofthenetworks that canenhanceand fi We learning networks. Learners needtobeat thecenter ofnew The fi they occur. and toreceive credit for alllearningaccomplishments, wherever move freely across networks to assembletheirlearningobjectives networks. Interoperability isalsoim isolated inseparate silosandthat innovations canbeshared across interoperable toensure that valuableeducational resources are not We believethat learningnetworks needtobemaximally interoperable. Learning networks needtobe to supporttheirlearning. applications, digitalageli reliable broadband connections—as wellasaccesstothehardware, includes everystudent having so that allyoung peoplecanpursuetheirlearninggoals.This We recommend stepsthat are neededtoensure equityofaccess learning networks. Every student shouldhave accessto and othercivic andcultural insti o r t P r i n t . i n rst make recommendations for actionsthat willtruly put d d ve essential principlesfor creating safe, optimizedand

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4 1 / 5 / 66/5/14 7:58 AM ectively ectively cient cient dently, eff dently, online without fearing for for online without fearing , where media, digital and social- media, digital , where and secure is safe, information able 7 1

d d n i . t n i r P t r o won’t be used in ways other than to help their academic progress. their academic progress. other than to help be used in ways won’t that approach fear-based a negative, a shift from argue for We also create all harm (and may from children to insulate attempts will enable that approach to a positive barriers to valuable resources) to pursue learning experiences students or privacy. their safety Students should have safe and trusted safe should have Students for learning. environments will that a trusted environment create on steps needed to focus We online without compromising and privacy safety children’s protect their able to trust that be should their ability to learn. Parents identiﬁ personally children’s We also believe that all learners and educators need a suffi and educators all learners also believe that We Learners should have the literacies the literacies have should Learners as as well media utilize to necessary age. in the digital themselves safeguard of digital age literacy degree learning to be able to use these present, are emotional literacies media conﬁ multiple to learn through resources to learn these a chance must have student Every and safely. vital skills. p e R n e p s AAspenReportPrint.indd 17 AAspenReportPrint.indd 18 s p LEARNER AT THE CENTER · 18 e n R e p RECOMMENDATIONS ANDACTION STEPS TASK FORCE SUMMARY OF businesses—most suitedtothat action. leaders, students,foundations, non-profits and government, parents, educators,school district The iconsinthissectionrepresent the stakeholder— o r t P r i n t . i n d d

1 8 BUSINESSES NON PROFITS FOUNDATIONS STUDENTS & LEADERS SCHOOL DISTRICTS EDUCATORS PARENTS GOVERNMENT NETWORKS. CENTER OF NEWLEARNING LEARNERS NEEDTOBEAT THE outside ofschools. skills andcompetenciesachievedinor approaches that recognize knowledge, competency-based learning Action B: learning networks. to enableeff tools, servicesandplatforms needed next-generation models,strategies, Action A: school andbeyond. any place,andat any pace,bothin empower learnerstolearnany time, Redesign learningenvironments to — RECOMMENDATION 1 Invest fundstodevelop Support pilotsfor new ective student-centered 66/5/14 7:58AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:58 AM Invest in research and in research Invest Align teacher quality Align RECOMMENDATION 2 RECOMMENDATION — of educators Enhance the ability guide learners in a to support and networked learning environment. E: Action training to better prepare professional in changing roles for educators use of new and supporting students’ existing learning networks. F: Action development policies and professional have educators that funding to ensure and the necessary support, resources to skills to leverage technology and their students. enhance learning for ective programs programs ective Disseminate case studies Disseminate Develop new assessments Develop new assessments 9 1

d d n i . t n i r P t r o Action D: Action evidence of and tools to convey learning through achievement student such as badges or other networks, and encourage new credentialing, such to develop mechanisms, states can backpacks, that as portable data secure assist with the collection and work credentials, storage of student and outcomes. and best practices in advancing in advancing and best practices learning through student-centered competency- and learning networks based approaches. and evaluations of eff and evaluations Action C: Action p e R n e p s AAspenReportPrint.indd 19 AAspenReportPrint.indd 20 s p LEARNER AT THE CENTER · 20 e n R e p access toalllearners. private sectors tobringbroadband partnerships amongthepublicand Action H: they serve. collective needsofalllearnersthat institution asawhole butonthe institutions, notontheneedsof needs ofschools,librariesandother Action G: places theylearn. connect all students inall ofthe Build an infrastructurethat will — ACCESS TOLEARNING NETWORKS. EVERY STUDENTSHOULD HAVE o r t P RECOMMENDATION 3 r i n t . i n d d

2 0 Basethebandwidth Build innovative eff Action K: parents. eff platforms, applications andcuration educational experiencesthrough high-quality content, courses and Action J: purchasing strategies. own device),leasingandcooperative options that includeBYOD (bringyour opportunities throu that connectthemtolearning have accesstoappropriate devices Action I: ective ﬁ orts byeducators, students and Ensure that alllearners Developappropriate and ltering policies. Provide pathways to gh awiderangeof 66/5/14 7:58AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:58 AM Fund and pilot new Fund Fund the development and the development Fund RECOMMENDATION 5 RECOMMENDATION — Adopt policies to incorporate and social-emotional media digital, and for living as basic skills literacies age. learning in the digital O: Action systems to recognize credentialing digital and support the acquisition of age literacies. P: Action and innovative use of online programs to build digital age peer platforms and parents. youth literacies in adults, ALL LEARNERS SHOULD HAVE THE HAVE SHOULD ALL LEARNERS TO UTILIZE NECESSARY LITERACIES AS SAFEGUARD MEDIA AS WELL AGE. IN THE DIGITAL THEMSELVES erences. erences. Adopt open standards and open standards Adopt As a condition of funding, Expand access to learning Expand access 1 2

d d n i . t n i r P RECOMMENDATION 4 RECOMMENDATION t r o Action N: Action Support the maximum feasible Support the maximum across degree of interoperability learning networks. M: Action simplify and promote that protocols of learning resources. interoperability developers of learning require and learning resources networks to ensure provisions to make interoperability. — LEARNING NETWORKS NEED TO BE NETWORKS LEARNING INTEROPERABLE. Action L: Action with students technologies for learning diff p e R n e p s AAspenReportPrint.indd 21 AAspenReportPrint.indd 22 s p LEARNER AT THE CENTER · 22 e n R e p education programs. into allexistingrisk-prevention integrate risksrelated todigitallife Action T: expected ofparents. required skillsfor alleducators and Action S: implementation. Common Core State Standards literacies are incorporated inthe Action R: be ﬁ best practicesandgapsthat needto include digitalageli educational curricula that already Action Q: o r t P r i n lled. t . i n d d

2 2 Ensure that digitalage Make digitalageliteracies Along withAction Z, Research existingstate teracies toidentify FOR LEARNING. AND TRUSTED ENVIRONMENTS STUDENTS SHOULD HAVE SAFE Action U: for Learning. Create TrustedEnvironments — networks. alternatives tosupport learning them ordevelopmore eff on how toimprove andmodernize state laws, andseek recommendations CIPA andFERPA, aswellvarious federal privacy laws, suchasCOPPA, and studiesontheeffi Action V: Trusted Environment for Learning. at alllevelstoestablishprinciplesofa RECOMMENDATION 6 Invest indeeperresearch Foster collaborative eff cacy of existing ective orts 66/5/14 7:58AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:58 AM Arm learners with the Arm learners with Action Z: Action themselves capability to protect risk- both appropriate online through and teaching education prevention digital, media and social-emotional literacies. -line. c harms relating Fund public awareness public awareness Fund : Re-examine federal and federal : Re-examine Design, implement Design, implement 3 2

d d n i . t n i r P t r o Action Y: Y: Action campaigns about the importance of and acting safely and methods for on and off responsibly Action X: Action technology-based and evaluate a trust to providing approaches and privacy addresses that framework permitting learners issues while safety to pursue online learning. to learners’ privacy and security and, and security and, to learners’ privacy the the same time, accommodate at services. of learning tools and future Action W Action collection governing regulations state data educational and access to student that safeguards appropriate to provide against speciﬁ protect p e R n e p s AAspenReportPrint.indd 23 AAspenReportPrint.indd 24 s p LEARNER AT THE CENTER · 24 e n R e p o r t P r i n t . i n d d

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d d n i . t n i r of a Networked World of a Networked Learner at the Center Center the at Learner P t r o p e R n e p s AAspenReportPrint.indd 25 AAspenReportPrint.indd 26 s p LEARNER AT THE CENTER · 26 e n R e p people mustbefullyconnected. Students needto To maximizetheselearningopportunities, young maker labs. afterschool programs suchascodeacademiesand and entire coursesonlinewhileparticipating in The connectedlearnercanaccesstutorials,lessons as wellafterschool,inlibraries andatmuseums. happening allthetime—online,off-line,inclassrooms, new generation ofstudents for whomlearningis This long-heldmodelisstrugglingtoengagea recognized. class doesnotcount for credit,norisitevenformally most instances,anylearningthattakes placeoutside class andnotonhowmuchtheyhavelearned.In is oftenbasedontheamount oftimetheyspendin student. Students aregroupedbyage,andprogress external source—teachers,booksandschools—toa It assumesthatknowledgeistransferred froman rooted inamodelfirstdevelopedtheIndustrialAge. However, ourtraditional systemofeducationis any time,placeandatpace. own interests andstrengths.Students cantrulylearn and collaborative, andtheyarebasedonlearners’ experiences. Theseopportunitiesarehighlyengaging possible completelynewlearningenvironments and across thestreetandglobe,make to connectinstantaneously withpeersandmentors or thetouchofascreen,togetherwithability knowledge andresourcesattheclickofamouse people learn.Theavailabilityofavastarray of more potential thanitsabilitytochangetheway aspect ofsociety.Nofacet ofthisrevolutionhas The digitalrevolutionhastransformed almostevery INTRODUCTION o r t P r i n t . i n d d

2 6 this vision. separating students, parents andteachersfrom is torecommendactionsovercome thebarriers this visionareality.And,notleast ofall,ourgoal lifelong learning,andtoidentify barriersfor making environment, tosetavisionandframework for to describethepotential ofthisnew learning Our goals,andthegoalsofthisreport,aretobegin and theInternet. charge oftheAspenInstituteTaskForceonLearning economies willsuffer. Thisnewvision,then,isthe skills for modernjobs,andourindividualnational transformations, toomanyofouryouthwilllackthe have beenleastwell-served.Ifwedon’talignthese vision for allyoungpeople,particularlythosewho And itistimefor aroadmaptowardachievingthat captures thetransformation theInternet presents. includes butisnotlimitedtoformal schooling—that It istimefor anewvisionoflearning—onethat they mayencounter ontheInternet. understand andrespondappropriatelytotherisks the mediumitself.Andlearnersneedskillsto relationship betweenstudent andteacher,in also requiretrust.Trustintheinformation, inthe apps, onlinegamesandparticipatorywebsites— Our digitalenvironments—social networks,mobile bits, networksandentrepreneurship. participation. Theyneedtopreparefor theworldof content andtheliteracy skillstosupporttheirfull devices andsoftwareaswelltohigh-quality widely andsafely. Theyneedaccesstobroadband, learning andtohavetheabilitysharetheirideas connect easilywithotherswhocansupporttheir 66/5/14 7:58AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:58 AM The shift from Rather than systematically accumulating static accumulating static Rather than systematically now need to learn students “stocks” of knowledge, in “flows” of knowledge how to actively participate of by engaging with others in the construction is often new knowledge. This kind of knowledge It is most put to use at the same time it is learned. acquired through solving problems with effectively an abundance that offers others in an environment In this of challenges and unlimited opportunities. critical new world, curiosity and creativity become to skills (or dispositions) that motivate students interest seek answers to the questions that most throughout them—an ability that will serve them well the rest of their lives. is The “whitewater learning” environment features: key by several characterized The Creation of New Knowledge. of New Knowledge. Creation The mass, mainly one-way, media that are consumed mass, mainly one-way, media that are consumed participation media that encourage to interactive rise of social media and activity, and the recent participation, mean that that actively encourage individuals are evolving from passive consumers to active creators and contributors. of content of digital access to an array offers The Internet creating and resources that provide the means for with others. This can be as simple as sharing content exchanging text messages with a friend or updating as producing a Facebook page, or as elaborate a new game or YouTube, coding for a video for games publishing a personal blog. Online interactive are based on mastering increasingly difficult levels that often require of challenges, accomplishments with others. planning and collaboration Douglas —the ability to acquire 1 A New Culture of Learning, A New Culture 7 2

d d n i . t n i r P t r o useful knowledge and skills while at the same time that is constantly them in an environment practicing new challenges. They argue evolving and presenting need to match the that our learning environments speed and degree of change happening in the world around us. A NEW CULTURE A NEW CULTURE LEARNING OF information As adults, we know firsthand how much messages, is shared on a daily basis by emails, text this images or shared website links. At one time seemed overwhelming, but over time people advantage mastered a new set of skills to take these new technologies. At the of and leverage new same time, young people are adopting these They are sending two orders of tools more rapidly. dwarfing magnitude more text messages than adults, even our email inboxes in volume. In a 2011 book, Thomas and John Seely Brown (a member of the Aspen Institute Task Force) described the kind of learning necessary in this new environment as “whitewater learning” This report is our call to action. The vision we This report is our call needed. It is achievable. urgently describe is bold and if all young people are And it is absolutely essential a success and if we as lifelong to be equipped for of potential society are to realize the transformative the Internet. p e R n e p s AAspenReportPrint.indd 27 AAspenReportPrint.indd 28 s p LEARNER AT THE CENTER · 28 e n R e p new content. crowdsource newlessonsplans, orcreateandshare online communitiesaroundthesubjectstheyteach, students butalsofor teacherswhocanparticipatein And ineducation,itoffers opportunitiesnotjustfor others tosolveproblemsorcreatenewknowledge. acquiring knowledgebutalsocollaborating with most powerfultypesoflearninginvolvenotjust discovery withotherscommoninterests. The learning communities,sharingtheprocessof activity butfrequently involvesparticipating in Learning inthisnewenvironment is not asolitary generations. opportunities thatwerenotafforded toprevious school orcollegegraduates willnowhavelow-cost the Englishlanguageoraretheirfamily’s firsthigh the creativeeconomy.Learnerswhoarefirstlearning for tomorrow’seconomyandgainmoreaccessto before offered, learnnecessarylanguagesandtools have accesstoAdvancedPlacement coursesnever educational opportunitiesatanyage.Students can income learnerswithlittleornoaccesstoadvanced Technology isalsohelpfulfor remote,rural orlow- on lessons,projectsandotherlearningactivities. tools allowstudents tocollaborate withoneanother personal interest ortolearnsomethingnew.These educational experiencesiftheyareusedtopursuea But theycanalsoprovidethemeansfor valuable merely associaltoolsorsourcesofentertainment. of information. Mediasuchastheseareoftenseen they blurthelinesbetweenonce-distinctcategories One ofthecharacteristics of the newmediaisthat o r t P r i n t . i n d d

2 8 are nowre-engagingandthriving. Theyfound once disengagedfromtheeducation systemwho existing activities.Today,stories aboundofstudents learning andarewillingtointegrate theminto their institutions thatrecognizethepowerofthiskind to besupportedbyschoolsandothercommunity learning goals.Inothercases,learnerswillneed online andoff-lineresourcestofurthertheirpersonal their interests ontheirown,effectively mobilizing self-motivated youngpeoplewillbeabletopursue opportunities aretobetrulyinclusive.Insomecases, taken into account ifthebenefitsofnewlearning These differences needtoberecognizedand which theycanoperate ontheirown. cognitive stagesthatwilldeterminetheextent to addition, students ofdifferent ageswillbeatdifferent to orchestrate theirownlearningexperiences.In many withfewer advantages, arelessprepared be confident independent learners,whileothers, and the“questingdisposition”thatequipthemto people havethebackground, thefamily support to exercisethesamelevelofagency.Someyoung Task Forcerecognizesthatnotalllearnersareable Agency ishighlymotivatingfor students. Butthe guide andsupporttheminthatquest. and learningstyles.Educatorsmentors needto a paththatmakes sensefor theirindividualinterests to anewsenseofagencythatenablesthemfind must movefromthepassiveabsorptionofcontent take advantage ofthesenewenvironments, learners as welladjustingthepaceoftheirlearning.To chart theirownuniquepathwaysoflearningsubjects Agency. Increasinglytechnologyishelpingstudents 66/5/14 7:58AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:58 AM Digital learning is the catalyst that Digital Learning. Learning networks not only provide access to a Learning networks not opportunities, but of learning virtually endless array of entry—both points learners multiple they can offer provide inside the classroom and beyond it—that civic highly individualized pathways toward career, acquiring and academic success. They can support inspire and skills and also content traditional problem solvers. to be creative, thoughtful students learning through student Learning networks facilitate at any time and the pursuit of their own interests, a powerful new at any place. They also represent individualizing instruction within existing means for educational institutions. reality is that many learner networks The current organized within silos and not are fragmented, Our education system is organized interconnected. within a primarily around the learning that occurs the learning school and does not capture or recognize outside of school. New learning place that takes networks connect it all. allows next generation models of learning to become models of learning to become allows next generation change needed to personalize the transformational more agency and expand education, give students access to new learning experiences. Digital learning to assess tools also enable teachers and students can move so that students learning at any point on to the next level or get additional help when struggling. (See the sidebar New Learning in Action.) Learning that is active, 9 2

d d n i . t n i r P t r o Learning Networks. Learning engaged and personalized does not take place in a place in engaged and personalized does not take Rather, it is made possible cloistered environment. that includes libraries, by a web of environments and homes. museums, schools, afterschool programs include Online resources that can support learning podcasts, tools such as search engines, blogs, wikis, courses videos, social networks, massive open online specialized (MOOCs), open educational resources and Broadband connections, communities of practice. both wired and wireless, along with a variety of from desktop computers access devices ranging make that to smartphones, provide the “on-ramps” these resources widely available. And, of course, to play critical roles, both online and people continue off-line, in inspiring, guiding and protecting students’ have vital roles in learning. Teachers and parents gets of students ensuring that each new generation and securely, the education that they need, safely even as peer-to-peer connections are enabling new of social learning. forms opportunities to explore their interests while learning while learning their interests opportunities to explore arts or coding. The skills and subjects such as the gained have then allowed them knowledge they have economy. to succeed in the intellectual learning institutions and for It will be important to consider how individualized learning professionals equity in can apply to all communities, fostering than exacerbating educational outcomes rather people to divides. In addition to empowering young of learn, helping them to develop a strong sense means of keeping agency may be the most effective their interests. online as they follow them safe p e R n e p s AAspenReportPrint.indd 29 New Learning in Action

A few examples of projects CHICAGO’S 2013 SUMMER GLOBALORIA that are underway in OF LEARNING Globaloria is a K–12 open online communities around the Chicago’s 2013 Summer of Learning course created with the mission country give a sense of recruited over 100 community of providing all communities, how this new form of organizations ranging from no matter their geography or universities and museums to socioeconomic status, with access technology-enabled learning gyms, zoos and parks to offer to STEM and computing education is being implemented both young people a wide variety of opportunities. Having served over inside and outside schools learning opportunities with a 11,500 learners across eight states, and illustrate some of its particular focus on STEAM (science, Globaloria’s curriculum utilizes key components: technology, engineering, art and learning-by-doing processes that math) subjects. A project website cultivate learning among students YOUMEDIA helped youth find activities based on a large scale. Their courses You Media is building a network on their age, category of interests, enable students to master complex of sites to support connected available programs and whether coding using industry-standard learning. Located in libraries, they preferred online or off-line tools while also challenging them museums and other community- options. Participants earned to develop creative innovation based organizations, these sites badges (alternative credentials) skills so learners become are described as “inspiration and had an opportunity to investors and leaders in the global zones,” “production zones” showcase their work at the knowledge economy. and “exhibition labs” that end of summer. ➨ globaloria.org allow students to acquire new ➨ chicagosummeroflearning.org technology skills and connect BYOTnetwork their interests and academic THE EDIBLE SCHOOLYARD PROJECT’S BYOT network in Forsyth County, experiences with groups of EDIBLE SCHOOLYARD NETWORK Georgia, is intended to “transform peers. YouMedia sites have The Edible Schoolyard Project’s schools and classrooms” into been established in Chicago, Edible Schoolyard Network is an learning communities with Washington, Miami, New York Open Educational Resources (OER) personalized technology tools. Tim and Philadelphia.2 sharing platform that supports Clark, Coordinator of Instructional ➨ youmedia.org over 7,000 educators who are Technology for the school integrating “edible education” district, has created a program FIRSTLINE SCHOOLS into their classes. The open- that teachers can opt into that Firstline Schools are recognizing source site encourages and encourages students to bring their the potential of blended enables the sharing, remixing own devices—laptops, tablets or learning to increase student and adaptation of user-generated smartphones—to school, making achievement through enhancing and evaluated, standards-based them instant experts and giving personalization. FirstLine School’s lessons and teaching tools. These them a sense of agency and self- CEO Jay Altman launched an OER focus on growing, cooking determination. As of 2013, more effort to design and implement a and eating across K–12 grade than one-third of classrooms in Rotation blended-learning model levels, academic disciplines and the district were participating in in the fall of 2010. Segments of learning environments, combining the BYOT program. students’ days at Arthur Ashe traditional academic content with ➨ byotnetwork.com Charter School are designated for hands-on skills development and English and math in the computer sensory exploration to support lab; students cycle through whole a more comprehensive learning group teaching, computer-based experience. exercises and small group support ➨ edibleschoolyard.org for targeted remediation. ➨ firstlineschools.org

AAspenReportPrint.inddspenReportPrint.indd 3030 66/5/14/5/14 77:58:58 AMAM IZONE Key Components and Izone is working with New York City public schools—a total of Properties of Connected Learning 400 schools by 2014—to use technology to develop new models CONNECTED LEARNING KNITS TOGETHER of personalized learning. iLearnNYC THREE CRUCIAL CONTEXTS FOR LEARNING: is promoting online content, real-time data and educational PEER-SUPPORTED In their everyday technology as resources for exchanges with peers and teachers, administrators, schools friends, young people are contributing, sharing and parents. iZone360 encourages and giving feedback sharing of practices between in inclusive social schools and within the community. experiences that are ﬂ uid and highly engaging. In 2013, a third iZone project, Innovate NYC Schools, sponsored a software challenge with cash INTEREST-POWERED When a subject is personally interesting and awards for applications and games relevant, learners achieve to support instruction and student much higher-order engagement. learning outcomes. ➨ schools.nyc.gov/community/ innovation/izone/default.htm ACADEMICALLY Learners ﬂ ourish and realize their potential when HIVE Learning Networks they can connect their Hive Learning Networks are citywide oriented interests and 2013), http://dmlhub.net/sites/default/files/ConnectedLearning_report.pdf. ch Hub, social engagement to laboratories where educators, academic studies, civic technologists and mentors design engagement and career innovative, connected educational opportunity. experiences for youth. Currently operating in New York, Chicago and CORE PROPERTIES OF CONNECTED Pittsburgh, each network brings LEARNING EXPERIENCES INCLUDE: together a consortium of community organizations to offer innovative learning opportunities to middle and PRODUCTION- Digital tools provide high school age students. CENTERED opportunities for producing and creating ➨ hivelearningnetwork.org a wide variety of media, knowledge and cultural THE PROVIDENCE AFTER content in experimental SCHOOL ALLIANCE and active ways. The Providencee After School Alliance is promoting collaborative, SHARED PURPOSE Social media and web- inquiry-based, hands-on learning based communities provide unprecedented through two year-round programs: opportunities for The AfterZone offers middle school crossgenerational and students expanded learning crosscultural learning and connection to unfold and opportunities at schools and thrive around common other community locations, and goals and interests. The Hub continues the program for high school students. PASA OPENLY NETWORKED Online platforms and has introduced a system of digital tools can make digital “badges” for youth to gain learning resources recognition for their achievements. abundant, accessible and visible across all learner ➨ mypasa.org settings. Source: Mizuko Ito et al., Connected Learning: An Agenda for Research and Design,(Irvine, CA: Digital Media and Learning Resear Learning Media and CA: Digital Design,(Irvine, and Research for An Agenda Learning: Connected Mizuko Ito et al., Source:

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4 1 6 / 5 / 66/5/14 7:58 AM The report 5 the learner is learner the supported by peers, predicts that “personalization [of education] will predicts that “personalization [of education] their become the norm” and that “learners and learning playlists will create individualized families goals and values.” reflecting their particular interests, The key to this transformation is that is that transformation to this The key using networks that and educators, parents mentors, schools to support their go beyond the traditional all learning learning. And because it is digitally based, when or can be captured and credited, no matter of data where it occurs. As a byproduct, the wealth learning can also be on student that is generated to used productively by educators and students individual learning. for customize programs A NEW TOWARD ECOSYSTEM LEARNING a This new learning ecosystem, then, represents of how conceptions shift from traditional significant education is organized and delivered. The goal is to empower learners and educators to achieve more. learning, to lifelong This is necessary to encourage the skills and dispositions necessary for the foster workplace, to instill innovative thinking 21st century and to enhance citizens’ ability to engage in civic affairs. These tools and the ever continuing advances in ever continuing These tools and the to create a new learning technology are helping from the KnowledgeWorks ecosystem. A 2013 report as Foundation describes the emerging structure instead one in which “learning adapts to each child of each child trying to adapt to school.” at the center of the process, center of the at the

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d d n i . t [B]reaking learning (and education overall) [B]reaking learning (and education overall) institutional environments out of traditional and embedding it in everyday settings and distributed across a wide set of interactions, and tools, which include a rapidly platforms commons growing and openly [licensed] content (Wikipedia is just one example), on-demand Fluther, expertise and help (from Mac Forums to that Instructables and WikiHow), mobile devices the physical world and into information take any place any time, [and] new it available makes work and social spaces (TechShop, meetups, community labs) that are evolving hackathons, learning spaces. as important n i r P t r o Technology continues to evolve and become more Technology continues learning. powerful, adding new capabilities to support Network connectivity is increasingly ubiquitous. computing New types of hardware are integrating and communications capabilities in innovative ways. it possible to provide Computing in the cloud makes supercomputing power to even simple devices. And machine the technologies of artificial intelligence, language processing are creating learning and natural of “cognitive computing” that can act new forms and more rapidly students guides for as intelligent work. analyze student Digital tools can extend learning beyond the confines learning beyond the confines Digital tools can extend Gorbis, Executive Director of of the school. Marina argued that digital the Future, has the Institute for shift technology is bringing about a fundamental that is: p e R n e p s AAspenReportPrint.indd 33 AAspenReportPrint.indd 34 s p LEARNER AT THE CENTER · 34 e n R e p to abroaderlearningecosystem. transformation ofanindividual’slearningenvironment society demands,andourstudents deserve: the systems tobecomewhatoureconomyneeds, learning for everyone.Itcanenableoureducation opportunity itpresents toaccelerate andenhance learning deservesbroadsupportbecauseofthe potential ofthenew networked environment for be addressed.ButtheTaskForcebelievesthat this reportraises numerousissuesthatneedto difficult. Theapproachtolearningenvisionedin The TaskForceunderstandsthatchangeisoften research anddeliberations. drawn fromtheconnectedlearningframework inits can advancetheirlearning.TheAspenTaskForcehas connect withpeers,mentors andinstitutionsthat learners areabletofindtheresourcestheyneedand opportunity. oriented toward educational, economic orpolitical which is perhaps themostevocativeis“connectedlearning,” While ithasbeendescribedbymanynames, engagement.” to academicachievement, careersuccessorcivic and isinturnabletolinkthislearninginterest passion withthesupportoffriendsandcaringadults, person isabletopursueapersonalinterest or within schoolsandbeyond.Itoccurswhen“ayoung Connected learningtakes placeonlineandoff-line, o r t P r i n t . i n d d socially embedded, interest-driven and

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8 Thus,connectedlearningimpliesthat change inlearning. spirit ofinnovationcanalsobeasourcepositive responsible for valuablesocialinnovations.Thissame And activistsworkinginthepublicinterest havebeen benefits tothepublicanddriveeconomicgrowth. demonstrated thepowerofinnovationtobring America’s vibrant entrepreneurial culturehas be a framework for it. be aframeworkforit. the Internet, andthereneedsto ready. Theendgoalwill involve versus waiting until everyoneis where wewant everyonetobe We needtokeepdriving toward leave theschoolsystembehind. is partofit. We donotwant to is movingonandtechnology This ship hassailed–the world COMMUNITY VOICES: PARENT, DCPUBLIC SCHOOLS SANDRA MOSCOSO, 66/5/14 7:58AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:58 AM enough on actual learning. education. traditional with educators and learning from books—they it all. want in learning options and technology will result schools and districts. reduced funding for cause disruption, and there is no guarantee it will there is no guarantee cause disruption, and improve education. Schools rely too much on “seat time” and not away resources from Technology will take interacting still like Beyond digital media, students that alternative School district leaders fear of technology in schools will The integration Technology will replace teachers. These fears and concerns are real. But they are not and concerns are real. But they are not These fears over a year exploring We have spent insurmountable. the most these issues and seeking to identify reconciling the opportunities promising options for hazards. and potential The emerging learning ecosystem holds great of learners. The Task today’s generation promise for Force sees this new culture of learning as a way at every level—supporting the country for forward economic development, individual empowerment, jobs, social advancement, increased qualifications for improved civic governance and even increased global competitiveness. But much remains to be these opportunities a reality while still done to make addressing the legitimate concerns voiced above. 5 3

d d n i . t n i r with demands and are not prepared to handle the additional challenge of new technology. educational materials. technology are not well equipped to support its technology are not well equipped to support use by young people. no access at home to computers or smart devices; this hinders their opportunities to participate in of learning. these new forms increase the opportunity and achievement gaps increase the opportunity and achievement students. between well-off and disadvantaged threats online and that technology poses potential to a child’s privacy and safety. child’s social, emotional and physical development. child’s social, emotional and physical development. learning. P t Teachers and educators are already overwhelmed It is difficult to assess the quality of online with new who are unfamiliar and teachers Parents of children have limited or percentage A significant Technology can be isolating and can hinder a learning may The growing use of technology for safe Adults worry that young people are less Not every child will thrive with self-directed r o THE CHALLENGES TO TO THE CHALLENGES NEW CULTURE A CREATING OF LEARNING In its research, and in discussions with many groups In its research, and in Force heard real excitement and individuals, the Task of the new network-based culture about the potential concerns of learning. But it also heard a number of and educators, policymakers expressed by parents, role young people themselves about the potential must be of technology in learning. These concerns concerns: acknowledged and addressed. Among the p e R n e p s AAspenReportPrint.indd 35 AAspenReportPrint.indd 36 s p LEARNER AT THE CENTER · 36 e n R e p 3. 2. 1. findings andasummaryofitsrecommendations: sections ofthereportpresent theTaskForce’s to realizeitsnewvisionoflearning.Thefollowing recommends actioninfivespecificareasorder Based onourdeliberations, the AspenTaskForce o r t Wemake recommendationsfor actionsthat Webelievethatlearningnetworksneedto . P Werecommendstepsthatareneededtoensure r i n will truly we mean support theirlearning.Whenwesay“everyone,” high-quality content andcoursesnecessaryto as accesstothehardware,applicationsand including reliablebroadbandconnections,aswell This includeshavingadequateconnectivity, people needtopursuetheirlearninggoals. be maximally equity ofaccess learning experiences. as enablersofandguidesfor theirchildren’s continue tohaveanimportant roletoplay participants inlearningnetworks.Parents cultural institutions,mustbecomefull-fledged including libraries, museumsandothercivic the classroom.Communityorganizations, them integrate newmethodsoflearninginto their learning.Teachersneedsupporttohelp networks to pursuetheirlearningobjectives andtoreceive allow students tomovefreelyacrossnetworks networks. Interoperability isalsoimportant to silos andthatinnovationscan be sharedacross learning assetsarenotisolatedinseparate t . i n d d

3 6 put learners atthecenter ofthe everyone thatcanenhanceandaccelerate interoperable totheresourcesthatyoung . toensurethat 5. 4. Wefocus onstepsneededtocreatea Wealsobelievethatalllearnersandeducators social-emotional literacies need asufficient degreeof environment these vitalskills. Every student musthaveachancetolearn multiple mediaconfidently, effectively andsafely. choose. control regardlessofwhichprovidersthey educators andparents tohaveflexibilityand they occur.Interoperability alsoempowers credit for alllearningaccomplishments wherever experiences safely. will enablestudents topursueonline learning valuable resourcestoaproactiveapproachthat from allharmbutmayalsocreatebarriersto approach thatattemptstoinsulatechildren We arguefor ashiftfromnegative,fear-based ways otherthantohelptheiracademicprogress. information issafe, secureandwon’tbeusedin that theirchildren’spersonallyidentifiable ability tolearn.Parents shouldbeabletotrust and privacyonlinewithoutcompromisingtheir that willprotectchildren’ssafety media, digitaland tolearnthrough trusted 66/5/14 7:58AM / 5 / 1 4

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i . t n i r P t r o learning networks. learning at the center of new the center at Learners need to be need Learners p e R n e p s AAspenReportPrint.indd 41 AAspenReportPrint.indd 42 s p LEARNER AT THE CENTER · 42 e n R e p o r Digitaltechnologycanhelpthe t P THE TASK FORCE FINDS: r i n for the21 United Statesmustcreateasystem and anyplace. experiences, andcoursesanytime and findeducationalresources, learners topursuetheirinterests provides newopportunitiesfor previously possible.Digitalmedia experience inawaythatwasnever parents withapersonalizedlearning empower students, teachersand the factory modelofeducationand education systemmovebeyond school. opportunity insideandoutsideofa advantage ofeveryresourceand individual learnerandthattakes meet theuniqueneedsofeach developed inthe19 that follow aneducationalmodel students stilllearninclassrooms geared thatway.Many,ifnotmost, educational systemsarenotalways centered inwhattheydoeveryday, While educatorsareoftenlearner- t . i n d d

4 2 st century thatisableto th century. The Experiencesoutsideoftheclassroom Educatorsandotherprofessionals Competency-basedapproachesto seamless, integrated experience. bring opportunitiestogetherinto a through connectednetworksthat expand learningbeyondtheschool More effective modelsareneededto are important sourcesoflearning. assistance whenneeded. and providingmoreintensive collaborative learningexperiences students toguidingindividualizedor evolves frominstructinggroupsof this newmodel,evenastheirrole students’ learningincreasesunder skilled, dedicatedteacherstoguide centered approach.Theimportanceof and theyarevitaltoalearner- inspiring andsupportinglearners, have alwaysplayedacriticalrolein education isorganizedandregulated. will requiremodernizingtheway But implementing theseapproaches matter whereorwhenitoccurs. ensure thatalllearningcounts, no assessment andcredit-granting can 66/5/14 7:59AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:59 AM The emerging learning networks are at once The emerging learning but also highly individualized. expansive and broad comes from their ability to Much of their power customize the learning experience to individual the users or small groups, enabling them to choose needs pathways that are most appropriate to their can and diverse learning styles. These new networks to realize and enable all students learning accelerate for creating a strong foundation their full potential, members. citizens and family success as workers, of learning succeed Making this exciting new form of the will require the active support of all parts an public and private sectors. In order to create as they that will support students infrastructure educators, engage with learning networks, parents, all need industry and philanthropy, government, to work to modernize educational institutions, regulations, tools and services. This will include both of new pedagogies, new tools for development and teachers and new competency-based students knowledge approaches to measure and give credit for means. and skills acquired through nontraditional In addition to the participation of the formal will require the school system, this transformation educational of informal of a broad range involvement museums, science centers, institutions—libraries, roles to have important afterschool programs—that play in supporting learning networks. 3 4

d d n i . t SHILPI NIYOGI, PEARSON PEARSON SHILPI NIYOGI, n i r COMMUNITY VOICES: VOICES: COMMUNITY shift need a culture We learning regarding digital will on. It it versus layering take considerable time and adequate but with energy, training and development, teachers can take ownership of the disruption. P t r o New digital technologies give students the ability to give students New digital technologies that enable them to pursue participate in networks at any time, in and learn their individual interests off-line, any place and at any pace, both online and in school and beyond. These “learning networks” educational can provide direct access to a variety of resources. Within these networks is an expanding variety of providers, including schools, museums, colleges, universities and afterschool libraries, is also an explosion of resources There programs. from e-books and websites to virtual ranging as well as worlds and engaging multimedia content, and teachers parents connections to peers, mentors, who will support learning. p e R n e p s AAspenReportPrint.indd 43 AAspenReportPrint.indd 44 s p LEARNER AT THE CENTER · 44 e n R e p new approachandhelpaccelerate itsadoption. but mindsetsandpoliciesmustevolvetosupportthis customized learner-centered approachtoeducation, pace. New,informal networks cansupportamore often presumesthatallstudents learn atthesame is tootightly boundbytimeandplacetoo outside theschoolwalls,whilein-schoollearning cases, learnershavelimitedaccesstoeducation address thechallengeslearnersface today.Insome To achievethisnewvision,stakeholders must o r t P information. of thesoleprovider opportunities forkidsinstead like amanagerofeducational the time,theybecomemore to customizeeducation all model where teachershave end. Inacompetency-based teaching iscomingtoarapid The sageonthestagestyleof COMMUNITY VOICES: INNOVATION LABNETWORK STATE SCHOOL OFFICERS, COUNCIL OF CHIEF r i n STEVENBOWEN, t . i n d d

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4 1 / 5 / 66/5/14 7:59 AM institutions, actors actors institutions, Include a range of Include in implementation. and organizations learning systems is their ability to leverage advantage anytime and anywhere and to take of experts throughout the world and in the community beyond the school walls. For example, learning that happens after school in a library to who want credit, and students for can count at their school master a language not offered can find online classes in that language. The hold in the these partnerships to take ability for system should be built at the outset.

An enormous benefit of competency-based too much weight to how much time a student spends a student to how much time too much weight in the classroom. to To allow competency-based learning models around evolve, state policy needs to provide flexibility that govern when seat time and other requirements of a teacher. a child must be in the “line of sight” to Institutions of higher education need incentives Flexibility recognize competency-based transcripts. and will be needed in existing teacher certification and schools evaluation systems. And states, districts building new systems need concrete road maps for that are inclusive of all learning styles, consider anytime/anywhere and allow for all stakeholders learning both in and out of school. of sound principles should lead to Development to support and philanthropies by government efforts of these new systems implementation pilots for learning. These pilots should be designed to be for to what’s working in context. and to respond iterative These pilots should: 5 Support pilots for new, competency- new, Support pilots for Invest funds to develop next- to develop funds Invest 4

d d n i . t Redesign learning environments to environments Redesign learning time, to learn any empower learners in pace, both any at place and any school and beyond. n i r P t r THE TASK FORCE RECOMMENDS: FORCE THE TASK 1 o generation models, strategies, tools, services strategies, models, generation effective to enable needed platforms and learning networks. student-centered Action B: recognize that based learning approaches achieved competencies skills and knowledge, in or outside of schools. speeds ways, at different learn in different Students pathways, both online and off- and through different each student. line, which may also vary by subject for by account into are not taken Yet these differences give schemes, many of which credentialing current The Institute for Education Sciences at the U.S. at the U.S. Education Sciences The Institute for of Education funds millions of dollars Department on providing of research that is primarily focused evidence of “what works.” While that is an new, goal, there is a need to develop important innovative approaches that could fuel accelerated to change and help educators understand how education systems. While some steps transform to support education reforms have been taken and through the Investing in Innovation (i3) Fund new private, program, the proposed ARPA-ED funding should allow for public, and philanthropic and scaling of transformative more development educational models, devices, tools and systems. Action A RECOMMENDATION p e R n e p s AAspenReportPrint.indd 45 AAspenReportPrint.indd 46 s p LEARNER AT THE CENTER · 46 e n R e p adapt tothesenewapproaches. schools andotherlearninginstitutionstoadoptor suit theirneeds.Thesemodelswill,inturn,encourage guide thecreationofdigitalmediaenvironments that these casestudiesandevaluationstoinform and the challengesingettingthere.Communitiescanuse like, thebenefitsofatransformed environment and understand whattheideallearningenvironment looks environments. Weneedtohelppeoplevisualizeand levels ofunderstandingaboutdigitalmedialearning Parents, educatorsandstudents havedifferent Action C Students withlearningdifferences mayrequire competency-based approaches. learning through learningnetworks and practices inadvancing student-centered evaluations ofeffective programs and best o r t P r i n paced digitalenvironments. others maythriveincollaborative spacesorself- direct, explicitinstruction,for example,while learning. Somestudents mayrespondbestto with moreself-directionandpersonalized systems movetocompetency-based varying levelsofsupportwheneducation systems are developed. Consider all learning stylesasnew t . i n d d

4 Disseminate casestudiesand 6

Action D: credentials, work and outcomes. the collection and secure storage ofstudent portable databackpacks, that canassistwith states todevelop mechanisms, suchas or other new credentialing, and encourage through learningnetworks, suchasbadges to convey evidence ofstudentachievement than for completedclasses. that involvegivingcreditfor specificskillsrather developing competency-baseddegreeprograms and SouthernNewHampshireUniversity,are universities, includingNorthernArizonaUniversity 2013 SummerofLearning.Several collegesand of-school learningprojects,suchasChicago’s To date,badgeshavebeenmainlyusedinout- recognize learningnomatterwhereitoccurs. One oftheadvantages ofbadgesisthattheycan acquisition ofspecificskillsorlearningexperiences. a growingarray ofbadgesthatdocument the to traditional academiccredentials, thereisalso learning platforms andeducationgames.Inaddition include real-timeassessments embeddedinnew student accomplishment arenowavailable.These New methodsofmorefine-grained assessment of Infrastructure Foundation, hasdevelopedanOpen Badges Foundation, withsupportfrom the MacArthur identifying bestpractices. to serveasaplatform for sharingexperiencesand 20 institutionsofhighereducation,wasestablished Based EducationNetwork(C-BEN)involvingupto support fromtheLuminaFoundation,aCompetency-

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4 1 / 5 / 66/5/14 7:59 AM credentialing, the Task Force suggests that the Task Force suggests that credentialing, experts gather regularly to industry officials and outside of the traditional define what credentials and route they will find most helpful in hiring Similarly, educators and a workforce. maintaining should others who provide alternative credentials up to date engage with business leaders to keep for about the progression of skill sets necessary jobs of the future. is an ) 7 Data backpacks also can help build trust 4 12

d d n i . t n i r P t r o issued by different companies and communities to be companies and communities issued by different across the web.” and shareable interoperable Open SUNY (opensuny.courseites.com/ early exemplar of a traditional higher education early exemplar of a traditional Common system employing Mozilla’s Open Badges. “digital Sense Media is using badges as part of its passports” aimed at building digital literacy (digitalpassport.org). leaders need to and education Policy makers for establish reliable and secure mechanisms academic capturing, storing and reporting students’ in a progress based on their learning experiences This variety of settings across a variety of networks. of enhanced learner may involve the development student profiles that are capable of representing level while still on a more granular accomplishment privacy. It could also involve a student’s maintaining the creation of secure, portable “data backpacks” detailed evidence of their owners’ learning containing motivations and personal levels, preferences, traditional In addition to containing accomplishments. data, these backpacks would include transcript that gives a more holistic information supplementary learning and provides feedback view of student place across loops to strengthen learning that takes networks. among parents, students and educators. students among parents, Ultimately, though, this is not a problem just Employers, as well, need to think educators. for when hiring. through and explain what they look for will they Specifically, what kind of credentialing this value and base hiring decisions on? To facilitate to more accurate process, as the world transitions p e R n e p s AAspenReportPrint.indd 47 AAspenReportPrint.indd 48 s p LEARNER AT THE CENTER · 48 e n R e p is necessaryinthisarea. competency-based certification program—more work law in2013thatprovidesaframework for offering a into teachertraining for overadecade,passing been workingtointegrate competencycomponents there aresomepromisingexceptions—Floridahas roles inforging linkswithotherinstitutions.While as evaluationpractices thatdo notconsiderteachers’ into account thechangingrolesofteachers,aswell rethink teacher-certificationpoliciesthatfail totake environment. Specifically,statepolicymakers needto policies tosupporttheshiftanewlearning There isalsoaneedfor additionalresearchon environments. new waysofpreparingteacherstothriveinsuch a networked learningenvironment andtodevelop needed togenerate newpedagogicalapproachesfor lecture-driven andtextbook-based.Researchis educated atatimewhenthedominant modelwas experiences for students, mostteacherswere technologies andinprovidingpersonalizedlearning While manyteachersareskillfulinusingdigital Action E: RECOMMENDATION new and existinglearningnetworks. changing roles insupportingstudents’ useof training tobetterprepare educatorsfor o 2 r t P r i n t . networked learningenvironment. to support andguidelearnersina Enhance theability ofeducators i n d d

4 Invest inresearch and professional 8 and toenhance learningfor their students. resources and skillstoleverage technology that educatorshave the necessary support, professional development funding toensure Action F: the training ofnew teachers’stylesandtechniques. also needtotransform theirpedagogiestosupport College anduniversityeducationdepartments will methods theyhavecreated. allows teacherstoexchangematerialsandteaching and freetoallowremixingredistributionthus educational materialsmovesonestepbeyonddigital insights alongtheway.Thesharingandre-useof of theartteachingmethods,contributing theirown remix high-qualitymaterialsthatincorporate state and OERenableeducatorstoaccess,customize and modificationsbyothers.Theworldismovingfast, allowing for theirfreeuse,continuous improvement resources thatarereleasedwithcopyright licenses encourages teacherstoharnesseducational The OpenEducationalResources(OER)movement teachers make thistransition. accelerate student learningcanalsobeusedtohelp same networktechnologythatcanenhanceand traditional classroommethods.But,fortunately, the real challengetoteacherswhoareusedmore be workingatadifferent pace.Thiswillposea among agroupofstudents, eachofwhommay orchestrating theuseoftechnologyfor learning Adapting toanewstyleofteachinginvolves

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ISKME’S OER COMMONS WIKISEAT Other networks are also helping ISKME’S OER Commons is an open Wikiseat is an open-source educators support each other in teaching and learning network platform for furniture design. their professional development. that facilitates the discovery Hands-on learning provides New professional platforms are and improvement of high-quality unexpected ways to explore emerging that provide teachers digital resources that are free, abstract concepts in core subjects with access to peer support and open and available for a diverse such as science, mathematics, enable them to share resources. range of learners. OER Commons, English and literature. Students For example, LearnZillion, which features tools for standards are encouraged to document BetterLesson and Share alignment, rubrics for quality their process and share it online, My Lesson provide platforms review and Open Author, an creating opportunities for crucial that permit sharing of lessons integrated, easy-to-use digital new 21st century literacies. aligned to the Common Core State resource authoring and remixing ➨ wikiseat.org Standards. Net Texts, an OER- environment, has served millions based platform, provides tools of users in over 193 countries CONNEXIONS for teachers to develop and share around the world since 2007. Connexions is a repository their curriculum. ➨ oercommons.org and collaborative platform of materials that breaks down larger CLASSROOM 2.0 AND CK-12 educational content, such as EDMODO CK-12 addresses the growing textbooks and courses, into basic Classroom 2.0 and EDMODO costs of textbooks and the closed, building blocks known as modules. are providing tools to connect outdated medium in which they Each module has a corresponding teachers to peers around the are available. Focusing specifically web page, so educators can mix world. In Australia, the country’s on textbooks for U.S. K–12 schools, and match pages to create custom 280,000 public school teachers the nonprofit works with states lessons. All 20,000 modules are are being linked together through and institutions to build web- licensed under Creative Commons, a custom-built social network. based, collaborative “flexbooks” so they can be continually edited, The network allows teachers to that are free to use and adapt translated and adapted. find and get help from colleagues in multiple formats. Over 90 ➨ cnx.org who are dealing with the similar textbooks are available for reuse issues. Participants have access to under Creative Commons licenses. THE KHAN ACADEMY a visual “dashboard” that lets them ➨ ck12.org The Khan Academy offers over see what discussion topics are 5,000 instructional videos from most popular and find information LEADERSHIP PUBLIC basic algebra to advanced of interest to them.13 SCHOOLS chemistry, biology and even the Leadership Public Schools is a banking crisis. Three and a half Finally, online networks can and consortium of four urban charter million learners use the site each do support communications among high schools in the Bay Area that month. All videos are licensed teachers, parents and students uses OER as a core philosophy and under Creative Commons, with outside the classroom. Just as organizing process. Instructional some already translated into parents can securely access resources are digital, editable Spanish, Arabic, Mandarin, Hindi, medical records online, check and continually iterated through and more. The Khan Academy is their bank accounts or track the a process of “collaborative currently exploring a system that progress of a shipment, they innovation.” Staff regularly awards learning points and badges should have the opportunity to employ a design process to as students progress. monitor their child’s progress, develop ed tech tools, curriculum ➨ khanacademy.org homework assignments and other resources, assessment strategies activities assigned by teachers. and general program improvement to address the challenges of their high-poverty, low-income high schools and similar schools around the world. ➨ leadps.org

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i . t n i r P t r o learning networks. learning have access to have Every student should should student Every p e R n e p s AAspenReportPrint.indd 51 AAspenReportPrint.indd 52 s p LEARNER AT THE CENTER · 52 e n R e p o r Current metrics indicate whether Aseducationaluseofcomputers,tablets, Nearlyallofthecountry’s schoolsand t P THE TASK FORCE FINDS: r i n literacy skillstosupportfullparticipation. access tohigh-qualitycontent andthe creation andresearch.Theyalsoneed and toolsrequiredfor collaboration, and software,aswelltosites,services access toadequatebroadband,hardware be fullyconnected,whichmeanshaving opportunities, allyoungpeopleneedto To realizethebenefitsofnewlearning adequate connectivity. individuals withintheinstitutions have need toberedefinedindicatewhether connected tobroadbandInternet; metrics institutions (e.g.,schoolsandlibraries) are for allstudents. individualized technology-basedlearning increasingly inadequatetosupport in schoolsandlibraries are becoming a result,current Internet connections performance broadbandconnectivity.As have grown,sohasthedemandfor higher- and theotherapplicationsofInternet to-peer networks,interactive telepresence smartphones, HDvideo,gamification,peer- initiatives like thefederal E-Rateprogram. Internet atabasiclevelasresultof libraries arenowconnectedtothe t . i n d d

5 2 Sincetechnologymakes itpossibleto Thosewithdisabilitiesandlearning Filteringpoliciesthatplacerestrictions Asmobiledevicesbecomeanincreasingly adopted broadbandInternet service. one-third ofU.S. householdshavenot important. Yet, for variousreasons,nearly beyond educationalinstitutionsisalso learn anytimeandplace,connectivity access andparticipateinonline learning. differences may need specialtoolsto certain circumstances. can cripplethepotential ofbroadbandin the fullpromiseofbroadband.Filtering on YouTubestilleffectively doesn’thave Google DocsortoaKhanAcademyvideo content, but astudent whocan’tgetto who canviewWikipediahasaccessto quality content for learning.Astudent policies canunintentionally blockhigh- is tokeep learnerssafe, overlyrestrictive district andcommunity.Whiletheintent accessible inschoolsandlibraries varyby on theapplications,servicesandtools upgrades. will requirecontinual investment and learning opportunitiesasyetundeveloped software andotherhigh-technology schools. Sonewupgrades ofdevices, As technologyadvances,somustour access tobroadbandwirelessnetworks. Internet, thereisaneedtoensure important means for accessingthe 14

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4 1 / 5 / 66/5/14 7:59 AM Overall, Overall, 15 16 As the use of computers, smart devices and the As the use of computers, smart devices and has grown in classrooms, both in terms Internet use and the bandwidth of student of the intensity of the applications being used, the requirement behind capacity of many of these links is falling Communications demand. According to the Federal “In response to a 2010 Commission Commission (FCC), half of funded schools and libraries, survey of E-rate than reported slower connection speeds respondents cited cost American home and 39 percent the average of service as the greatest barrier to fully meeting their broadband needs.” In 2012, a survey conducted The current level of connectivity in schools and level of connectivity The current E-Rate is largely the result of the federal libraries was designed E-Rate Launched in 1997, program. and to provide financial support to enable schools provides discounts The program to get online. libraries to help eligible institutions obtain of up to 90 percent connections. Eligible access and internal Internet include public and private K–12 schools as participants well as all public and many private libraries. school in almost every Thanks to the E-Rate program, to the the United States now has some connection But the use of computers and other smart Internet. and to expand rapidly, devices in schools continues the E-Rate does not cover their acquisition. thus far, computer While computers were once restricted to percent 93 access is now available for labs, Internet of the computers located in the classroom. schools now provide, on average, one Internet- schools now provide, on average, with many every 3.1 students, connected computer for and student schools adopting 1:1 models where every teacher has a device. 3 5

d d n i . t n i r P t r o In order for students to pursue their interests to pursue their interests students In order for access to the resources online, they need to have physical learning. This begins with having required for through a reliable, robust connectivity to the Internet that broadband connection. It is through broadband the globe, can access resources around students or country, or an instructor on the other side of the beyond the expand their learning to times and places for classroom. Broadband is also a vital mechanism more faster, fostering and for innovation accelerating and tools distribution of services, content affordable teachers and students. for Simply, learners need hardware and high-quality learning activities. And they to support their content to understand and skills to be able need the literacy navigate the digital environment. need Schools (and other community institutions) support to provide these resources along with the use them well. structures that will help students place beyond learning But since learning often takes home institutions, access to these resources at important. and at other non-school locations is also technologies of key Fortunately, the penetration has increased as they have become less expensive, more powerful and easier to use. But real disparities all young people from enjoying the remain, preventing of U.S. benefits of connected learning. Thirty percent households have not yet adopted broadband service. Access to digital technology is lower among specific groups in society, including minorities, those with less and the poor. the elderly residents, education, rural p e R n e p s AAspenReportPrint.indd 53 AAspenReportPrint.indd 54 s p LEARNER AT THE CENTER · 54 e n R e p primary venuefor accessingtheInternet. the numberoffamilies thatrelyonlibraries astheir 1 gigabitpersecond(Gbps)withinfiveyears. libraries, withagoalofprovidingspeeds of atleast100Mbpsservicetomostschoolsand ConnectED initiativethatsetanimmediatetarget In June2013,President Obamaannouncedhis are inadequatetomeettheirneeds. schools indicatedthattheirbroadbandconnections Association (SETDA) found thatnearly80percent of by theStateEducationalTechnologyDirectors fast. half ofrural libraries hadconnectionsthatwere connections ofatleast1.5Mbpsin2007,lessthan percent ofurbanpubliclibraries hadbroadband among libraries. Forexample,whilemorethan90 Substantial disparitiesinconnectivityalsoexist in schools. expand theuseofdigitallearningtoolsandresources state, local,privateandphilanthropic sectors to K–12 education.Itsfive-point blueprint urgesfederal, worked for overayeartoaccelerate digitallearningin In addition,thebipartisanLEADCommissionhasalso broadband inschoolsandlibraries. intention ofincreasing supportfor higher-capacity launched areviewofitsE-Rateprogram withthe connectivity needsofeducationalinstitutionsand next month, theFCC tooknoteofthechanging then, agapbetweenurbanandrural libraries remains. average speedshavealmostcertainlyincreasedsince o r t P r i n 18 t Amongthemanyreasonsthisissignificant is . i n d d

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different groupsinthepopulationstillexist: And Pewfound thatsignificant disparitiesamong broadband service. leaving nearlyone-thirdofhouseholdswithno largely leveledoffinthepastseveral years,however, growth inbroadbandpenetration seemstohave Pew Internet andAmericanLife Project. all U.S. householdsto70percent, accordingtothe to theInternet grew fromlessthan5percent of Between 2000and2013,homebroadbandaccess connectivity extendbeyondschoolsandlibraries. beyond theschool,soitisimportant thatbroadband support ofthosedivides.Learnernetworksextend not yetreadiedfundingofstudent devices,orfor each student inevery school,butgovernments have These efforts point towardsgreaterconnectivityfor

62 percent ofrural Americans. suburban adultshavebroadband comparedto 70 percent ofurbanresidents and73percent of less than$30,000(54 percent); and $75,000 (88percent) thanthosewithanHHIof those withahouseholdincome(HHI)ofatleast Broadband penetration ismuch higheramong without ahighschooldiploma; access athomecomparedto37percent ofthose 89 percent ofcollegegraduates havebroadband households; black householdsand53 percent ofHispanic broadband accesscomparedto64percent of 74 percent ofwhitehouseholdshavehome 23 Theoverall 66/5/14 7:59AM / 5 / 1 4

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Indeed, 25 24 Action H: Build innovative partnerships partnerships Action H: Build innovative sectors to bring private public and the among to all learners. access broadband has been instrumental E-Rate program The federal in providing a basic level of broadband connectivity The Federal to America’s schools and libraries. in the Communications Commission is currently the E-Rate and expanding process of reforming and broadband to schools to upgrade program The Task Force strongly supports the libraries. as broadband connectivity concept of E-Rate reform, is crucial to the to learners in schools and libraries vision of ubiquitous learning networks. But private sector initiatives can also be helpful and reducing in expanding access to the Internet disparities. For example, Comcast’s Internet with provides low-income families program Essentials the option to a month, $9.95 broadband service for under $150 computer for purchase an Internet-ready along with access to training and free digital literacy educational resources such as the Khan Academy, which itself is free to all. In its first two years of broadband it has provided affordable operation, service to more than 250,000 households. demands imposed by new online courses, multimedia demands imposed by and more sophisticated assessments. content be equipped with robust School buses could even connectivity to support learning in transit. public “third places” tend to budget for at least one public “third places” tend to budget for industry broadband device per customer, and private devices per two broadband often budgets for Wi-Fi. employee when planning for 5 Base the bandwidth needs of of needs bandwidth Base the 5

d d n i . t Build an infrastructure that will will that Build an infrastructure the of in all students connect all places they learn. n i r P t r THE TASK FORCE RECOMMENDS: FORCE THE TASK o 3 schools, libraries and other institutions not institutions not other and libraries schools, but institution as a whole of the needs on the that of all learners needs collective on the serve. they When the first efforts were launched to connect were launched When the first efforts typical it was to the Internet, schools and libraries these institutions to have—at best—one or two for of computers per classroom along with a group and/or library. computers in a learning center institution Today, the number of access devices per Many institutions now has multiplied severalfold. of have Wi-Fi capabilities that permit large numbers to individual devices to be simultaneously connected of the a broadband network. The Task Force’s view time when every student future is a not-too-distant and every educator has a connected learning device, and possibly multiple devices, including laptops, devices. tablets, smartphones and even wearable To fully realize the vision of the learner at the center of his or her learning networks, each learner will connectivity to get access to the need sufficient resources he or she needs at any time to meet his or an environment her educational needs. Planning for set of calculations such as this will require a different about the bandwidth needs of any educational institution, particularly given the high-bandwidth Action G RECOMMENDATION p e R n e p s AAspenReportPrint.indd 55 AAspenReportPrint.indd 56 s p LEARNER AT THE CENTER · 56 e n R e p Source: www.pewinternet.org/Trend-Data-%28Adults%29/Home-Broadband-Adoption.aspx internet viabroadband vs.dial-up. Percentage ofAmericanadults 18years andolderwho accessthe HOME BROADBAND VS. DIAL-UP, 2000-2013 o 80 40 60 20 r 0 t P r i n t 2000 . i 34 n d d

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4 1 / 5 / 66/5/14 7:59 AM 27 She was referring to the fact that, despite to the fact She was referring 28 policies to the contrary, most students bring their most students policies to the contrary, own technology to school, but schools ask them to power down and pretend they do not. Every school is a bring-your-own-technology school, but only a few the fact. acknowledge and leverage As a complement to these efforts, districts are districts are to these efforts, As a complement (BYOT) also adopting “Bring Your Own Technology” which policies, or “Bring Your Own Device” (BYOD) to bring devices from home for allow students in the use in learning. But because of inequities over availability of home devices and concerns these policies are not security and maintenance, In response, many districts are always feasible. The their students. also purchasing the devices for to have his or her every student math works for this own device. The schools will have to solve and through a blend of BYOD problem, most likely, group purchasing by the school district. Schools in suburban years ago, Forsyth County A few and began to allow students piloted BYOD Atlanta to bring their own laptops, phones and tablets to school—and put them to use. Speaking to a group of Jill Hobson, Director of Instructional superintendents, but you won’t Technology, said, “You’re already BYOT, admit it.” rates have fallen 50 percent, test scores have 50 percent, have fallen rates of their graduates and 85 percent risen 20 percent Mark Edwards, Mooresville go on to college. Dr. believes that all districts can afford Superintendent, a digital conversion by establishing priorities, to make re-purposing aligning resources, thoughtfully cost efficiencies as well as funds and looking for productivity gains. 26 7 5 Ensure that all learners have have learners all that Ensure

: d d n i . t n i r P t r o The idea that every student would have on his or The idea that every student her desk a portable device that provides access to learning networks is still a novel one. But a small but growing number of school districts have undertaken in to participate enable all students to efforts learning by providing personalized and collaborative each of them with laptop computers or tablets. example, Public School District, for Mooresville Graded is the third poorest in North Carolina, but is one of district school systems. The the highest performing laptops, connectivity reallocated budgets to pay for Dropout every student. and digital textbooks for Action I connect devices that to appropriate access to learning opportunities through them include of options that a wide range own device), leasing and (bring your BYOD strategies. purchasing cooperative Public-private partnerships represent another represent Public-private partnerships to expanding online access. promising approach partnerships communities have developed Several local Wi-Fi networks more widely available to make example, Georgia, for In Forsyth County, to students. with the Chamber the local school district worked Wi-Fi of Commerce to create a directory of free businesses locations in the community. Participating in a are given a “free Wi-Fi” static cling to display location at their business. A middle school prominent all sixth in Manchester, Tennessee, that has equipped to with iPads has convinced local businesses graders to maximize open their Wi-Fi hot spots to students the benefits of their new technology tools. p e R n e p s AAspenReportPrint.indd 57 AAspenReportPrint.indd 58 s p LEARNER AT THE CENTER · 58 e n R e p Sense MediatohelppreK–12educators byproviding preK–12 teachersdevelopedby thenonprofitCommon with feedback from users. balance salespitchesfromsoftware companies of WhitworthUniversity,developeditasawayto software products.Thesite’screator,MarkA.Baker participants topostratings anddiscusseducational education software.Launchedin2013,thesiteallows that hasbeendescribedasa“Yelp”for higher PhD, awebsite createdbyacollegeadministrator help meetthisneed.Arecent example isSoftware needs. Someresourceshavebeendevelopedto to findthecontent andtoolsrelevant totheir At present, itisnoteasyfor students oreducators Action J software, thepotential ishuge.” But ifweinvestseriouslyinimprovingteachingand the mainingredient for success,itwillprobablyfail. the iPad.AslongaspeoplethinkiPaditselfis software and60percent theteachingthatgoeswith of successwillbeduetotheiPad,30percent the of tabletstostudents, “Iwouldguessthat10percent reference totheLosAngelesSchoolDistrictrollout at UCLADivisionofSocialScience,hascommented in Stigler, AssociateDeanfor ResearchandInnovation hardware isnotenoughtotransform learning.AsJim opportunities, werecognizethatsimplyproviding components tosupporting newindividualizedlearning While theTaskForceviewsthesedevicesascritical efforts byeducators,studentsand parents. through platforms, applicationsand curation content, coursesand educational experiences o r t P r i n t . i n d d :

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and widelyavailable. resources areneededthattrusted,easytouse mechanisms toguideusersthemostappropriate reviews ofschoolsinlocalcommunities.Butmore courses, whileGreatSchoolsisprovidingratings and helping students findonlinehighereducation learning materials.Newserviceslike RankU are teachers internationally tofindhighqualityinteractive Gooru isasearchenginespecificallydesignedtohelp resources organizedbysubjectandstandard. that includesadirectoryofover400,000learning a sitecreatedbytheU.S. Department ofEducation Federal Registryfor EducationalExcellence(FREE)is digital curriculacontributed byotherteachers.The ratings andreviewsofapps,games, websitesand that requirefilteringbyschoolsandlibraries. minors. Inaddition,manystateshavesimilarlaws that willblockcontent deemedinappropriateto federal E-Rateprogram to implement mechanisms schools andlibraries thatreceive fundingfromthe The ChildInternet ProtectionAct(CIPA) requires Action K This problemhasbeenrecognized explicitlyinthe applications aswellobjectionable content. that canrestrictaccesstovaluable toolsfor But current filteringsolutionsareablunt instrument content isjust oneclickawayfor anyInternet user. and that,intheabsenceofprotectivemeasures,this of content thatisnotappropriatefor youngpeople certainly truethattheInternet contains agooddeal filtering policies. : Develop appropriate and effective 31 Itis 66/5/14 7:59AM / 5 / 1 4

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of them have to power down of them have to go to school. 19 COMMUNITY VOICES: VOICES: COMMUNITY 21 Ensuring full access is also an issue for students students Ensuring full access is also an issue for kinds of needs These with learning differences. by program account fully into are not always taken them developers, but technology can also offer in full participation promising opportunities for Academy’s “learning learning networks. Currey Ingram example of a commons” provides an interesting collaboration public-private partnership to encourage By empowering among teachers and students. it to be critical and creative thinkers, students recognizes that every child learns differently. Action L: Expand access to learning access Action L: Expand with learning students for technologies differences. 32 34 9 5

d or the Netflix Prize for the best algorithm for for the best algorithm or the Netflix Prize for d 33 n i . t n i r Ensuring student safety on the Internet is a Internet on the safety Ensuring student to critical concern, but many filters designed also block access to legitimate protect students wikis, and such tools as blogs, learning content to and social networks that have the potential learning and engagement. support student P t r o The Task Force calls for fresh, creative thinking to The Task Force calls for without resolve the problem of protecting children It overly restricting their opportunities to learn. ideas believes one of the best ways to elicit these the prizes for is through competitions that offer best new solutions. This approach to stimulating innovation has not only been used successfully as by the private sector (in competitions such but those sponsored by the X Prize, xprize.org), example challenge. (see, for also by government effective gov). Competitions seem to be particularly for in stimulating technical innovation. Consider, to design challenges example, the results of DARPA’s a self-driving vehicle and to build more capable robots U.S. Department of Education’s National Technology of Education’s National Technology Department U.S. Education Plan: identifying movies customers would like based on movies customers would like identifying past preferences. p e R n e p s AAspenReportPrint.indd 59 AAspenReportPrint.inddspenReportPrint.indd 6060 66/5/14/5/14 77:59:59 AMAM M A

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i . t n i r P t r o interoperable. interoperable. need to be need to Learning networks networks Learning p e R n e p s AAspenReportPrint.indd 61 AAspenReportPrint.indd 62 s p LEARNER AT THE CENTER · 62 e n R e p for alltore-use,revise,remixorredistribute,allow Educational Resources,which are freelyavailable the country’s topcollegesand universities.Open to all,provideaccesscourses fromsomeof level research.MOOCs,whichareopenlyaccessible microscopes) thattheycanusetoengageinhigh- to powerfultools(like telescopesandelectronic E-science projectsgivestudents direct access riches ofmuseumsandothercultural institutions. libraries ofinformation availableonline as wellthe use tofurthertheirlearning.TheInternet makes vast virtually unlimitedaccesstoresourcesthattheycan In theory,broadbandInternet providesstudents with o r t P THE TASK FORCE FINDS: r i n affordable andsustainable. value, includingtheirabilitytobe contain iscriticaltomaximizingtheir networks andoftheresourcesthey Ensuring interoperability oflearning systems. silos, proprietaryformats orclosed much ofthismaterialexistsinseparate resources tosupportnetworked learning, Although therehasbeenrapid growthin maximize theirlearning. different learningnetworksinorderto interests andsharetheirdataacross Learners mustbeabletopursuetheir widely. to havetheabilitysharetheirideas others whocansupporttheirlearningand resources online,toconnecteasilywith Students needtohavewideaccess t . i n d d

6 2 and thepersistenceofone’sidentity. interoperability, assuredsecuretransferability ofdata a seamlessconnectedlearningexperiencewithout resources tointeroperate. Itisimpossibletohave resource, greatvalueresidesintheabilityofthese Over andabovethevalueofanyindividual through mechanismssuchas“databackpacks.” need tomanagetheiridentity indifferent systems, works acrossallavailableplatforms. Andstudents a uniform systemofaccreditationisneededthat they aretogetcreditfor theirlearningexperiences, the abilitytocombineand“re-mix”them.Similarly,if the widestpossibleaccesstotheseresourcesand customized curriculumfor themselves,theyneed own learningresourcestocreateapersonalized If students aregoing tobeableassembletheir or inproprietaryformats, whichcanberestrictive. silos orinclosedsystems,whichlimitstheirvalue, But toooftentheseresourcesexistinseparate common interests. for learnerstofindandcollaborate withothers from scratch. Onlinesocialnetworksmake itpossible appropriate attribution,rather thanalwaysstarting educators andlearnerstobuildonothers’work,with 66/5/14 7:59AM / 5 / 1 4

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Standards, there needs to be means for students to students to be means for Standards, there needs across state borders. have access to resources that can be strategies There are many different across learning pursued to enable interoperability from the adoption of networks. These range and templates to ensure commonality of format learning resources to the use of structure for and re-use metadata tagging to simplify discovery of materials. is the interoperability to promote One promising effort which Learning Resources Metadata Initiative (LRMI), describing, or “tagging.” has developed a schema for educators materials on the web to help learners or find and use appropriate learning resources. The LRMI has created a common framework that The LRMI has created a common framework can be used to add education-specific metadata by to learning resources that will be recognized (ed-fi. major search engines. The Ed-Fi Alliance and org) is also advancing the use of technology enabling for standards that provide the foundation among secure education data interoperability achievement systems designed to improve student Finally, the voluntary and teacher satisfaction. Common Education Data Standards (ceds.ed.gov/) is to develop effort the result of a national collaborative set of a key common data standards for voluntary, to streamline the exchange, education data elements comparison and understanding of data within and across education institutions. Furthermore, as noted in the discussion under Action D above, “data backpacks” or similar concepts mobility and data can allow for of student-owned

3 Adopt open standards and protocols protocols and Adopt open standards 6

d d n i . Support the maximum feasible feasible Support the maximum across degree of interoperability learning networks. t n i r P t r THE TASK FORCE RECOMMENDS: FORCE THE TASK o 4 RECOMMENDATION The financial services industry provides an example an example The financial services industry provides of how the adoption of standards has made financial transactions. possible global networks for of bank funds from the transfer These range to networks that allow among commercial entities deposits, get cash and perform individuals to make anywhere in the world other functions at ATMs security. with a high degree of confidence in their and Though not as advanced as financial services, health care not without its own set of problems, the to allow better sharing field is engaged in efforts while of secure personal electronic medical records privacy. protecting patient In education, the Common Core State Standards by a majority of states to a major effort represent create enough commonality in academic standards create common instructional it possible to to make performance resources and evaluate student across schools. Common Core also creates an of resources and instruction among “interoperability” states that was impossible when there were 50 standards. This not only helps teachers but different creators to develop content it easier for also makes materials once and share it across the nation. Even if a state does not adopt the Common Core State Action M of interoperability promote simplify and that learning resources. p e R n e p s AAspenReportPrint.indd 63 AAspenReportPrint.indd 64 s p LEARNER AT THE CENTER · 64 e n R e p mechanisms thatenablesharingofresources. projects thatfocus specificallyoncreating sharing. Fundersshouldalsoconsidersupporting requiring theuseofopenstandardsthatpromote use ofresourcesdevelopedwiththeirsupportby Funders canhelptoensurethewidestpossible ensure interoperability. learning resources tomake provisions to developers oflearningnetworks and Action N another learningenvironment. take one’sschooldatawithhimorher,moving to learner outputstoaccreditationentities, orjustto standards totransfer learningfromsourcetolearner, This shouldincludetheuseofprotocolsandopen school oralongtheirownlearningnetworks. interoperability asstudents movefromschoolto o r t P r i n t . i n d d

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i . t n i r P t r o in the digital age. in the digital safeguard themselves themselves safeguard media as well as well media as necessary to utilize to utilize necessary have the literacies the literacies have All learners should should learners All p e R n e p s AAspenReportPrint.indd 67 AAspenReportPrint.indd 68 s p LEARNER AT THE CENTER · 68 e n R e p in arapidly evolving,networked world. and creativity—thateverychildneedsinordertothrive use ofthetoolsournetworked world:today’ssocial, need additionalcompetenciesthat enableeffective educators increasinglyrecognize thatyoungpeople While thesehigher-levelabilities areimportant, the 21 have adopted,strike abalancebetweenthebasicsand The CommonCoreStateStandards,which44states computation butmustalsodevelophigher-levelskills. only tomasterthebasicskillsofreading,writingand Educators understandthatstudents today neednot o r Researchershaveidentified critical Theliteracies thatyoungpeopleneed Thesameliteracy skillsthathelpkeep t P r i n these threeliteracies. curriculum existfor consistent teachingof skills, butnowidelyacceptedstandardsor schools nowprovidesometraining inthese components oftheseliteracies, andmany and social-emotionalliteracy. encompass medialiteracy, digitalliteracy online learningopportunities. in enablingthemtotake fulladvantage of young peoplesafe onlinearealsocritical Internet andmobileplatforms. to theriskstheymayencounter onthe understand andrespondappropriately them withtheknowledgeandskillsto young peoplesafe onlineistoequip One ofthemosteffective ways ofkeeping t . st i n THE TASK FORCE FINDS: century skills—criticalthinking,problem solving d d

6 8 37 crime suchasphishingandmalicioushacking. producing. Italsoprotectsagainstnetwork-based safely andeffectively for learning,collaborating and networks. Thisliteracy includestheabilitytousethem security ofinteractive digitaltoolsandsearchable Media literacy need todevelop digital mediaandtechnologies.Specifically,allstudents and make responsibledecisions.” positive goals,feel andshowempathyfor others to “understandandmanageemotions,setachieve Social-emotional literacy Digital literacy embrace today’smultidirectionalnewmediaaswell. the era ofone-waymassmediabuthasevolvedto Commons license.Medialiteracy training startedin the abilitytoshare,withattribution,underaCreative respecting copyrights totheimportanceoffair useto understand theintricacies ofintellectual property,from as wellconsuming.Medialiteracy requiresusersto and requiredifferent skillsfor searching andproducing media employdifferent grammars and vocabularies hypertext, videos,podcastsandmuchmore.These interpret andusedifferent forms ofmedia:books, to themasthe“digitalageliteracies.” are becomingvirtuallyinseparable. Together,werefer described above—digital,media and social-emotional— digitally andishighlyinteractive orsocial, theliteracies Because somuchoftoday’smediaisdistributed environments onlineoroff-line. these abilitiesinlearningcollaborative andsocial researchers increasinglyrecognizetheimportanceof digital ageliteracies refers totheabilityunderstand, refers tofluencyintheuseand 39 refers totheability Educators and Educators and . 38 66/5/14 7:59AM / 5 / 1 4

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when needed. V. Decision Making The ability to make constructive and respectful choices about personal behavior and social interactions of based on consideration ethical standards, safety ethical standards, safety and seeking and offering help and seeking and offering concerns, social norms, the negotiating conflict constructively realistic evaluation of consequences resisting inappropriate social pressure, of various actions and the well-being of clearly, listening actively, cooperating, clearly, listening actively, cooperating, IV. Relationship Skills Skills Relationship IV. healthy and The ability to establish and maintain rewarding relationships with diverse individuals and groups. This includes communicating self and others. Source: www.casel.org/social-and-emotional-learning/core-competencies Source:

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d d n i . t The ability to regulate one’s emotions, and behaviors thoughts in different effectively situations. This includes managing stress, impulses, controlling motivating oneself and setting and working toward achieving personal and academic goals. Social Awareness Social Awareness the perspective of and The ability to take empathize with others from diverse backgrounds and cultures; to understand social and ethical behavior; and to recognize family, norms for school and community resources and supports. The ability to accurately recognize one’s recognize one’s The ability to accurately and their influence on emotions and thoughts assessing behavior. This includes accurately one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism. n

i r P t r o III. II. Self-Management II. Self-Management I. Self-Awareness CORE COMPETENCIES OF CORE COMPETENCIES EMOTIONAL SOCIAL AND LEARNING p e R n e p s AAspenReportPrint.indd 69 Deﬁ ning Digital/Media Literacy

ESSENTIAL COMPETENCIES OF NEW MEDIA LITERACY SKILLS DIGITAL LITERACY – Renee Hobbs – Henry Jenkins

Access. Finding and using media and Play. The capacity to experiment with one’s technology tools skillfully and sharing surroundings as a form of problem solving. appropriate and relevant information with Performance. The ability to adopt others. alternative identities for the purpose of Analyze and Evaluate. Comprehending improvisation and discovery. messages and using critical thinking to Simulation. The ability to interpret and analyze message quality, veracity, credibility construct dynamic models of real-world and point of view, while considering potential processes. effects or consequences of messages. Appropriation. The ability to meaningfully Create. Composing or generating content sample and remix media content. using creativity and confidence in self- expression, with awareness of purpose, Multitasking. The ability to scan one’s audience, and composition techniques. environment and shift focus as needed to salient details. Reﬂ ect. Applying social responsibility and ethical principles to one’s own identity and Distributed Cognition. The ability to lived experience, communication behavior interact meaningfully with tools that expand and conduct. mental capacities.

Act. Working individually and collaboratively Collective Intelligence. The ability to to share knowledge and solve problems pool knowledge and compare notes with in the family, the workplace and the others toward a common goal. community, and participating as a member of a community at local, regional, national and Judgment. The ability to evaluate international levels. the reliability and credibility of different information sources. Source: Renee Hobbs, Digital and Media Literacy: A Plan of Action (A White Paper for the Knight Commission on the Information Needs of Communities in a Democracy, 2010) www.knightcomm.org/wp-content/uploads/2010/12/ Transmedia Navigation. The ability to Digital_and_Media_Literacy_A_Plan_of_Action.pdf follow the flow of stories and information across multiple modalities.

Networking. The ability to search for, synthesize and disseminate information.

Negotiation. The ability to travel across Psychologists and risk prevention experts diverse communities, discerning and suggest that these skills can also help respecting multiple perspectives, and protect young people from dangers such as grasping and following alternative norms. bullying in physical environments as well as Source: Henry Jenkins, Confronting the Challenges of Participatory Culture: cyberbullying in the digital environment. Media Education for the 21st Century (Macarthur Foundation, 2006) www.newmedialiteracies.org/wp-content/uploads/pdfs/NMLWhitePaper.pdf This Task Force views all three literacies as critical to learners’ efficacy and as important capabilities in creating a trusted environment for connected learning.

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SOCIAL DIGITAL AGE LITERACIES AGE DIGITAL LITERACY 42 EMOTIONAL Secondary level being more targeted education for more targeted education for Secondary level being and the Tertiary level being when problems arise, with efforts and intervention specific prevention risk-taking young people with established patterns of in their lives. Unfortunately, current Internet safety education safety Internet current Unfortunately, to provide effective failed have largely programs education. A 2012 report from the risk-prevention Children University of New Hampshire Crimes Against that many current (CCRC) found Research Center “lack (1) research-based programs safety Internet messages, (2) skill-based learning objectives, new skills and youth to practice (3) opportunities for learning” and reported that time for (4) sufficient will succeed “there is no evidence that the messages decisions make or help them in making youth safer that will improve their well-being.” The report has been presented safety” concluded that “Internet as an overly “broad and shifting mix of concerns, comprehensive it difficult to create which make problem.” the entire logic around program Academic research

Engaging an entire school Engaging an entire 41 These findings highlight the importance These findings highlight 1 40 7

d d n i . t n i r P t r o community in social-emotional learning helps create a learning online and off-line. for trusted environment Working and Technology The 2009–10 Online Safety online for proposed a framework Group (OSTWG) education that includes teaching risk prevention skills. In its report to Congress, the OSTWG literacy recommended that educators adopt the public health model of Primary/Secondary/Tertiary “levels with the risk prevention, Internet for of prevention” education, the Primary level being basic literacy and previous U.S. task forces have established task forces and previous U.S. as literacies digital, media and social-emotional education. safety of Internet components important the For example, after a thorough research review, Technical Task Force concluded Safety 2008 Internet risks that children encounter that (1) the most salient with not contact and bullying, online are harassment and (2) that a child’s psychosocial makeup strangers, were better and home and school environments the predictors of online risk than any technology child uses. Literacy and Online Safety. Online and Literacy of social-emotional literacy to children’s well-being in of social-emotional literacy both online and off-line as well social environments as in connected learning. tragedies Certainly the Task Force is aware of the results from of teen suicides and other unfortunate unique to the cyberbullying. While there are effects distribution and its always-on rapid Internet—e.g., are not limited nature—these crises and tragedies to online spaces. Whether on or off-line, students both need social-emotional skills to cope and thrive socially and academically. p e R n e p s AAspenReportPrint.indd 71 AAspenReportPrint.indd 72 s p LEARNER AT THE CENTER · 72 e n R e p emotional literacies arecriticaltosuccess. learning, intoday’sworld,media,digitalandsocial- has alwaysbeenafundamental skillfor successful social natureofparticipatorymedia.Muchasreading technical skillsbutalsocompetencyinnavigatingthe These digitalageliteracies encompassnotjustthe taught asaseparate course. into allappropriatecoresubjectsrather thanbe “afterthought.” These literacies shouldbeembedded are taught asbasic skills,notasan“extra” oran that digital,mediaandsocial-emotionalliteracies States anddistrictsshouldadoptpoliciestoensure badge library. a “digitalbadge”thatcanbekept inastudent’s students’ progress,eachlesson completedunlocks feel empoweredbytheirnewskills”andtoreinforce skills tostudents withautism.To“helpstudents an onlineplatform designedto teachdigitalliteracy example, AutismExpressed(autismexpressed.com)is recognizing theacquisitionoftheseskills.For should developcompetency-basedsystemsfor and social-emotionalliteracies, statesanddistricts To encourage thedevelopment ofdigital,media Action O: acquisition ofdigitalageliteracies. systems torecognize and supportthe 5 RECOMMENDATION o THE TASK FORCE RECOMMENDS: r t P r i n t . and learninginthedigital age. literacies asbasicskills forliving digital, mediaandsocial-emotional Adopt policiestoincorporate i n d d

7 Fund and pilotnew credentialing 2 performing school. with industryexperts,ishelpingtransform alow- school, astudent-run musiclabel,inpartnership opportunities. Forexample,atoneNashvillemagnet digital agemedia,theycanopenupanewworldof skills. along withfinancialliteracy andcollege-preparation achievements in a coursethatteachesdigitalliteracy City schoolsusesbadgestodocument students’ Similarly, aprogram calledDIG/ITintheNewYork Common CoreStateStandards. sequence). Thelessonsareexplicitly alignedwiththe (commonsensemedia.org/educators/scope-and- available onlineinbothEnglish andSpanish primary throughsecondarygrades andisfreely sequenced digitalliteracy curriculumthatgoesfrom For example,CommonSenseMediahascreateda support digitalliteracy training andputthemonline. organizations havedevelopedcurriculummaterialsto and medialiteracies canbefound online.Several A numberofusefulresourcesfor teachingdigital adults, youth and parents. platforms tobuilddigitalageliteracies in of online programs and innovative peer Action P: 44 Whenstudents havetheopportunitytolearn

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50 but more systematic research will 49 Ensure that digital age literacies digital age literacies that Ensure

To be ready for college, workforce training, and training, college, workforce To be ready for need society, students in a technological life the ability to gather, comprehend, evaluate, and report on and create … print synthesize, old and new. texts in media forms nonprint The need to research and to consume and every element produce media is embedded into of today’s curriculum. help provide a more detailed account of the field and help provide a more detailed account gaps needing to be filled. help identify Action R: by a The Common Core State Standards, adopted quality of majority of states in 2010 to improve the these education, do recognize the importance of them broadly the need to integrate skills and literacy in the schools: what is being taught into wide variability in how these programs are designed these programs wide variability in how all integrate programs and few and implemented, It would be extremely useful three types of literacies. across the to look at the experience of programs where to determine what is working and country Michael more needs to be done. Scholars such as useful RobbGrieco and Renee Hobbs have provided in programs overviews of the state of media literacy the United States, As this language suggests, digital and media literacy As this language suggests, digital and media literacy a wide for skills are being recognized as important including the ability to function of purposes, range as a consumer and as a successfully as a worker, are incorporated in the Common Core State Core Common in the incorporated are implementation. Standards

47 provides , Mozilla 46 have created materials to teach and 48 3 Research existing state educational existing state educational Research 7

d Reading in a Participatory Culture in a Participatory Culture Reading d n i . t n i r P t r o curricula that already include digital age include already curricula that gaps and to identify best practices literacies to be filled. need that provide resources for digital and media literacy. digital and media literacy. provide resources for such as YouMedia And community-based programs skills by providing young literacy (youmedia.org) foster in the use of media, people with hands-on training and creative particularly to support collaboration expression. YouMedia now has sites in Chicago, but Washington, Miami, New York and Philadelphia, most communities still do not have comparable facilities. Though the teaching of media, digital and social- from universal, there are is far emotional literacies many places where these skills can be learned. In some cases they are free-standing programs, the into and in other cases they are integrated other subjects. However, there is a curriculum for Action Q and Microsoft, The New Media Literacies Program at the University at the Program The New Media Literacies of an online library offers of Southern California media to help teachers incorporate resources intended academic subjects traditional into training literacy Its (newmedialiteracies.org/teachers-strategy-guide). guide to downloadable materials that provide “strategies downloadable materials that provide “strategies the tools, approaches and methods integrating for the English and Media Studies into of Comparative Language Arts classroom.” including Google tech companies, Several p e R n e p s AAspenReportPrint.indd 73 AAspenReportPrint.indd 74 s p LEARNER AT THE CENTER · 74 e n R e p a family mediauseplan. Pediatricians suggests,everyparent shoulddevelop in thisenvironment. AstheAmericanAssociationof looking for answerstowhatisbestfor theirchildren screens atincreasinglyearlyages.Parents are emotional literacies. Childrenare infront ofelectronic help theirchildrenbolsterdigital,mediaandsocial- Parents shouldalsohavetheskillsandresourcesto working educators. be incorporated into ongoingin-servicetraining for should bepartofallteacher-training programs and in learningnetworks.Thiskindofliteracy training digital learningtoolsandbecomeactiveparticipants to helptheirstudents take advantage ofthenew to becompetent withdigitalageliteracies inorder wasted. Teachers,aswelltheirstudents, need digital media,thentheconnectivityefforts willbe resources andexpectationsaroundtheuseof If schoolsincreaseconnectivitybutdonotshift expected ofparents. required skillsfor alleducators and Action S: Common Corehasnotbeenadoptedaswell. Core andintegral toteachinginstateswhere teachers. Theyshouldbeintegrated into theCommon departments ofeducation, schoolleadersand in theimplementation ofthestandardsbystate citizen. Thisrecognitionneedstobeincorporated the newdigitalenvironment. want tobecomemoreliterate inandcomfortable with o r t P r i n t . i n d d

7 Make digitalageliteracies 4 51 Inthatprocess,parents will prevention educationprograms. related todigitallife intoallexistingrisk- Action T: behaviors into theirrisk-prevention instruction. these mediainordertointegrate digitalpractices and social anddigitalmediainyouthpractices with Moreover, risk-prevention educatorsneedtraining in as muchtheyaretakingplaceinanewmedium. programs sincethesebehaviorsandrisksaren’tnew taught aspartofexistingrisk-prevention education sexting andcyberbullying)wouldbemoreeffectively now lumpedtogetherundertherubricofISE(e.g., The TaskForcebelievesthatthevarioustopics using different educationaltactics.” different issuesneededtobehandledseparately plagiarism. Mostofuswouldthinkthatthesevery safety, safe sex,thedangersofdruguseand hour presentation for youththatcovereddriving “most peoplewouldfinditstrange tohaveaone- downloading.” Theauthorsofthestudynotethat Internet predators,sexting,spam,e-theftandillegal content (e.g.,videosoffights, inappropriatepictures), of thefollowing topics:cyberbullying,problematic United States“combinemessagesaboutanyorall Internet safety education(ISE)programs inthe Center citedabovefound thatthemostcommon Hampshire CrimesAgainstChildrenResearch The 2012studyfromtheUniversityofNew

Along withActionZ,integrate risks

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4 1 / 5 / 66/5/14 7:59 AM Cyberbullying Creative Credit & Copyright Privacy & Security Self-image & Identity ve years ago. Internet Safety Digital Footprint & Reputation Relationships & Communication Information Literacy JAMIE HOLLIER, ANNEAL HOLLIER, JAMIE

COMMUNITY VOICES: COMMUNITY hires people company My and a number based on skills, have of our best employees we no degrees. When we hire, care about the degree don’t but do care about an interest in lifelong learning. Badges us more about would tell ongoing an individual’s versus their commitment degree ﬁ COMMON SENSE MEDIA DIGITAL LITERACY LITERACY MEDIA DIGITAL COMMON SENSE CURRICULUM TOPICS 52 –respect for –respect for internal –such as good modeling, external

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d d n i . t self and others, resilience, empathy and a strong self and others, resilience, empathy and a a moral inner guidance system (sometimes called compass)–and peer and teaching by caring adults, parenting instruction in digital and media mentoring, learning, protective social-emotional literacy, and school family technology used thoughtfully, and rules, well-designed digital environments, well-established laws against discrimination, bullying and crime. sexual harassment, What protects children online is what protects What protects children online is what protects and skills, literacies, them off-line. These are: life that are both safeguards n i r P t r o Finally, it is important that children and families that children and families Finally, it is important and who are dealing with the more serious issues help for the outcomes from bullying/sexting seek would in social-emotional issues online just as they health the physical world. School counselors, mental and psychiatrists should be therapists professionals, solution and help develop the a part of the overall skill sets to move beyond these very real issues that and may also impact a child’s educational attainment dropout rates. All educators need to recognize the importance of All educators need to to children’s as foundational skill training literacy as off-line. As Task and efficacy online as well safety Force member Anne Collier has written: p e R n e p s AAspenReportPrint.indd 75 AAspenReportPrint.inddspenReportPrint.indd 7676 66/5/14/5/14 77:59:59 AMAM M A

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o for learning. environments environments have safe and trusted safe and have Students should should Students p e R n e p s AAspenReportPrint.indd 77 AAspenReportPrint.indd 78 s p LEARNER AT THE CENTER · 78 e n R e p o r Datacollectionandusearecrucial to Ensuringstudent privacyisespecially Toconfidently pursuetheirlearning Parents, educatorsandothers Manyonlinebehaviorsthathave t P THE TASK FORCE FINDS: r i n of student data. trust aroundthesecurityandprivacy learning, yetfor somethereisalackof fulfilling thevisionofpersonalized services tostudents. that involvemultipleentities providing critical innetworked environments protected. where theirsafety andprivacyare goals, students needanenvironment safety andprivacyofchildrenonline. people haverealconcernsaboutthe responsible for thewelfare ofyoung for dealingwithreal-worldproblems. integrated into thosealreadyinplace behaviors. Theirremediesshouldbe have theirrootsandanalogsinoff-line new oruniquetotheonlineworldbut as bullyingorstereotyping,arenot raised concernsamongparents, such t . i n d d

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4 1 / 5 / 66/5/14 7:59 AM Security: Am I confident that my data is Security: Am I confident secure? Are there adequate protections against unauthorized access? Safety: Am I physically and emotionally safe? Am I physically and emotionally Safety: used appropriately? Do Privacy: Is my data being I have I have access to my data and records? Do by the ability to determine how my data is used, whom and under what circumstances?

Promising approaches such as “privacy by design,” Promising approaches such as “privacy by management “kid-readable disclosures,” “identity architectures” need tools,” and “trust framework pursuing to be developed and tested. In addition to technology-based approaches, it is also important the skills to navigate to give learners and parents and successfully. through the online world safely public discourse

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d d n i . t n i r P t r o Realizing the benefits of learning networks will Realizing the benefits trust to establishing necessitate a commitment that children and students with teachers, parents experiences online and that sensitive will have safe is securely protected. Trust is personal information is based on students learning that a prerequisite for courses and exploring online resources, taking online partners. Without educational engaging with different learning trust, the ultimate success of networked could be in jeopardy. too much of the Unfortunately, about children online emphasizes the dangers of about children online emphasizes the dangers to and does not give enough attention the Internet of the technology as a tool the positive potential learning. Rather than relying on purely defensive for filtering and monitoring protection (like measures for and educators of restriction), parents and other forms allow that need to help create “trusted environments” safely. young people to pursue their interests exists when all stakeholders A trusted environment in have confidence in using technology to engage that learning. It involves policies, tools and practices and security address the privacy, safety effectively concerns related to learning online. It involves parents being able to trust that their children’s personally secure and won’t is safe, information identifiable be used in ways other than to help their academic trust will emerge from for progress. A framework that grapple conversations among local stakeholders to students: questions related with key p e R n e p s AAspenReportPrint.indd 79 AAspenReportPrint.indd 80 s p LEARNER AT THE CENTER · 80 e n R e p Environment for Learning. levels toestablish principles ofaTrusted Action U: environment might include: trusted environment. Keycharacteristics ofsuchan intended toguidetheprocessfor developinga identified aninitialsetofhigh-levelprinciples To helpthisprocessalong,theTaskForcehas This couldalsobedoneatstateandnationallevels. businesses—collaborate insettinglocalstandards. associations, parents, teachers,students and including learningprofessionals, civicofficials,local environments istohaveallstakeholders— The bestapproachtoestablishingtrusted introduce newtensionsandoffer newsolutions. online. Itwillconstantly evolveasnewtechnologies students abouttherisksandrewardsofbeing of programs thateducateteachers,parents and new technologicalsolutionsandthedevelopment innovative approachestopolicyandregulation, and willnotbesimpletoconstruct.Itrequire a trustedenvironment isnoteasytodefineprecisely succeed intheireducation.TheTaskForcerecognizes express themselves,pursuetheirinterests and young peoplewhileempoweringthemtoexplore, The goalofsuchatrustframework istoprotect RECOMMENDATION 6 o THE TASK FORCE RECOMMENDS: r t P r i n t . for Learning. Create TrustedEnvironments i n d d

8 Foster collaborative efforts atall 0

learning environments. or acodeofconductthatsupportresponsible indicate whatinformation isshared withwhom. enforce datapolicyorprivacydashboardsthat such astheuseofmetadatatoconveyand technologies thatsupportatrustedenvironment, are, whatdataiscollectedandhowitused. participating, whatthenormsandprotections other stakeholders toclearlyunderstandwhois easy-to-read disclosurestoenablelearnersand of learningnetworks. shortening thecycletoimproveecosystem provide feedback aboutwhatworks,thereby value for learning.Datacanalsobeusedto data and/ordeletingonceitnolongerhas permissible usesofdata,de-identifying sensitive the riskofharm,suchasclearlydelimiting data thatmayincludemechanismstoreduce Transparency andOpenness. Oversight andEnforcement. Accountability. Technology Innovation. Data Stewardship. learning solutions. the development anddeployment ofconnected decision makingandpolicyrelatedto individual andinterest groupparticipationin Participation. enforce theseprinciples. appropriately-resourced bodies inplaceto of learningnetworkswithcompetent and regulatory arrangements toprotecttheintegrity

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4 1 / 5 / 66/5/14 7:59 AM For example, while 55 children under age 13 can legally provide personal children under age 13 permission, many with their parents’ information using children from websites simply bar underage involved their services due to the additional work This has in complying with the provisions of COPPA. consequence of encouraging had the unintended use of sites that do not attempt to children to make restrictions and that may be less COPPA’s enforce about protecting young users. And by conscientious the a specific age to trigger its provisions, identifying age. In law gives no protection to children over that and, short, critics suggest, the law is overly restrictive arguably, relatively ineffective. current The Task Force sees a mismatch between real needs legal and regulatory approaches and the the of young people. It recognizes that Congress, Communications Commission, Federal Trade Federal of Education, other Department Commission, the U.S. working agencies, and individual states are all actively but sometimes emotional issues. on these important to base The Task Force urges these policy makers on evidence-based research. their deliberations and policymakers Accordingly, it calls on philanthropy to support rigorous studies by skilled researchers of the strengths and limitations of these approaches, as to so overprotect our young learners we do not want that they do not have access to high-quality content. The Task Force also calls on funders to support researchers, legal scholars, or panels of experts to that develop new approaches, tools and practices could overcome these limitations. the new media environment. 1 8 Invest in deeper research and and in deeper research Invest

Typically, these initiatives place restrictions Typically, these initiatives place restrictions

54 d d n i . t n i r P t r o on operators of websites or applications that are on operators law, federal used by children. The most prominent the Children’s Online Privacy Protection Act (COPPA), requires websites used by young people to obtain can collect they permission before explicit parental from children under age any “personal information” 13, along with other provisions governing marketing aimed at children. out that it was developed point Critics of COPPA emergence of many cloud-based services, the before to address online resources and social media and fails Policy makers have responded to the concerns of have responded Policy makers by creating a advocates and child safety parents patchwork of legal and regulatory mechanisms to protect young people online (see intended Sidebar). Action V studies on the efficacy of existing federal of existing federal efficacy studies on the FERPA, and CIPA such as COPPA, laws, privacy seek and state laws, as various as well and to improve on how recommendations effective more or develop them modernize to support learning networks. alternatives These principles can guide governmental, nonprofit guide governmental, These principles can plans institutions as they create their and corporate Force recommends digitizing learning. The Task for on capabilities needed that these principles focus as to be successful in college and careers, such and assessment communications, collaboration, than on the device or the rather creation of content, changing. tool, since those are constantly . p e R n e p s AAspenReportPrint.indd 81 AAspenReportPrint.indd 82 s p LEARNER AT THE CENTER · 82 e n R e p ➨ under 13. on themarketing tothose online, includingrestrictions children’s privacyandsafety operator hastoprotect the responsibilitiesan young peopleanddescribes website’s privacypolicyfor what mustbeincludedina child underage13,mandates for theparticipationofany from aparent orguardian to obtain“verifiableconsent” requires awebsiteoperator children inonlineactivities.It the participationofyoung effect in2000thatgoverns a federal lawthatwent into and ProtectionAct(COPPA) is The Children’sOnlinePrivacy COPPA Federal Children’s ProtectionLaws o r t

P coppa.org/coppa.htm r i n t . i n d d

8 2 (PHYSICALLY AND EMOTIONALLY)? AM ISAFE SAFETY internet-protection-act appropriate onlinebehavior. for educatingminorsabout activities ofminorsandprovide required tomonitortheonline proposal. Schoolsarealso or meetingtoaddressthe at leastonepublichearing reasonable noticeandhold and libraries mustprovide Internet safety policy,schools minors. Before adoptingan that couldbeharmfulto Internet accesstocontent measures thatblockorfilter includes technologyprotection Internet safety policythat and libraries musthavean the E-Ratediscounts, schools E-Rate program. Toreceive Communications Commission’s access throughtheFederal receive discounts for Internet to schoolsorlibraries that the Internet. CIPA applies or harmfulcontent over children’s accesstoobscene to addressconcernsabout enacted byCongressin2000 Protection Act(CIPA) was The Children’sInternet CIPA ➨

fcc.gov/guides/childrens- IS MYDATA USED NOT HARMME)? APPROPRIATELY (TO HELPME, CENTERED LEARNER PRIVACY TRUST IS MYDATA SECURE (PROTECTED FROM UNAUTHORIZED SECURITY ACCESS)? educational record. information fromastudent’s student inordertoreleaseany from theparent oreligible must havewrittenpermission misleading. Generally, schools they believetobeinaccurate or school correctrecordsthat school andtorequestthata records maintained bythe right toinspectandreview or eligiblestudents havethe educational records.Parents rights withrespectto students overage18certain FERPA givesparents or Department ofEducation. receive fundsfromtheU.S. applies toallschoolsthat educational records.Thelaw protect theprivacyofstudent a federal lawintended to and PrivacyAct(FERPA) is The FamilyEducationalRights FERPA fpco/ferpa/index.html ➨

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4 1 / 5 / 66/5/14 7:59 AM 56 Design, implement and evaluate evaluate and Design, implement

Action X: a to providing approaches technology-based and privacy addresses that trust framework to while permitting learners issues safety learning. pursue online The Task Force recognizes that not every concern online is amenable to a about privacy or safety technological solution. But there are some areas where the sophisticated use of privacy-enhancing technology can help create a more trusted young people. Rather than relying for environment all of the steps on young people to take entirely drawn from the privacy work done in other sectors, from the privacy work done drawn where regulations have struck a such as health care, in personal information balance between protecting sharing of electronic medical records and enabling the data among doctors, nurses and other providers. of The Task Force recognizes the importance it protecting personal data and privacy. Indeed in a networked becomes even more important fail and systems will likely learning environment, taken where such protections are not sufficiently enormous potential But given the account. into supporting individualized learning through the for performance of student collection and interpretation be data, it is critical that rules and regulations and balanced between protecting sensitive data have access to a high quality ensuring students Privacy education. The White House Big Data and takes Working Group Review, issued May 1, 2014, and a similar twin goal approach: protect privacy in education. innovation encourage Re-examine federal and state state and federal Re-examine 3

d d n i . t n i r P t r o Data on student learning, when collected properly Data on student for and used appropriately, can be a vital tool on personalizing instruction and providing feedback to One their progress. For example, with the Teach receives a unique daily schedule model, each student (called a “playlist”) based on his or her unique also allows strengths and needs. The underlying data in order schedule to the student’s adjustments for to better accommodate their ability and preferred or one on learning method (e.g., within small groups one with a teacher). Teachers can view real-time and adjust their achievement data on each student’s just instruction accordingly. Data empowers not personalized learning using online resources from a teaching variety of providers, but also more informed resources, are receiving the right to ensure students method. time, in the right at the right to be concerned about and others continue Parents adequate protection of data in the learning process. Responses to this concern that completely close some protections but learning networks may offer also will hamper rich personalized learning and limit exposure to educational opportunities, resources lessons can be online. Important and courses offered regulations governing collection and and collection governing regulations data to to student educational access protect that safeguards appropriate provide to learners’ relating against specific harms time, same at the security and, and privacy of learning tools future the accommodate services. and Action W: p e R n e p s AAspenReportPrint.indd 83 AAspenReportPrint.indd 84 s p LEARNER AT THE CENTER · 84 e n R e p me). personas (whohasaccesstowhat information about settings anddatacollectionmanagetheirdigital control overdata)thatenableusers to manageprivacy “trusted computercells”(thebasicunitsofindividual The system,knownasOpenMustardSeed,employs sharing withtheirpeersinanopenandsafe space. tabs ontheirowndatacollectionandcontrol their One approachprovidestoolsthatenableuserstokeep his orherprogress,goalsandinterests. avenues ofachild’slife cancreateafullerpicture of and transferable. Datafromschoolsandother the healthcarearenawhererecordsareportable be similartotheelectronicmedicalrecordsusedin to helpdefinetheirlearningpathway.Thistoolcould data toencourage agencyandallowthestudents be atoolthatallowsstudents accesstotheirown and environments for learning.Oneexamplemight on learnerneedsandcapacity,creatingsafe tools learning purposes.Theyshouldutilizedatatofocus enable childrentoexploretheirinterests onlinefor privacy andsafety issuesandmoreeffectively architecture toprovideatechnicalsolutionthe and platforms shouldexploreTrustFramework against fraud. Developersofeducationaldevices individual isgivenauniquedigitalidentifier toprotect a TrustFramework architecture,inwhicheach For example,creditcardcompanieshaveestablished safeguards throughaprocessof“privacybydesign.” operators andappdeveloperscouldbuildin necessary toprotecttheirownprivacy,website one’s privacyandsafety. provide in-serviceusereducation onhowtomanage o r t P r 57 i n t Service providers and app developers should also Serviceprovidersandappdevelopers shouldalso . i n d d

8 4 Think.Connect.” acting safely and responsibly onand off-line. about the importance ofand methods for Action Y: them, startingatanearlyage, with thecapabilities protecting youngpeople,online oroff-line,istoarm actors willbeoutthere.Thebest, firstdefense for dangerous content offtheweb,andevenif itdid,bad country. Asinglecountry cannotlegislatetokeep all control ofauthoritiesintheUnitedStates oranyone with use.TheInternet isaglobalmediumbeyondthe they gothroughouttheirlives,typicallyimproving software” intheirheadsthat’swiththemwherever “internal” toolstohelpkeep onesafe—the “filtering Media, digitalandsocial-emotionalliteracies are digital, media and social-emotional literacies. risk prevention educationand teaching protect themselves online through appropriate Action Z: into harm. off-line andtherearewaystokeep riskfromturning as wellunderstandthatrisksexistbothonand for oneanotherandotherwiseactresponsiblyonline old) to“managetheirdigitalreputations,”watchout announcements that empowerindividuals(youngand These campaignscouldincludepublicservice done effectively with“Don’tTXTanddrive” corporate resourcestothiseffort justastheyhave and otherusereducation.Businessescoulddevote dangers thatcanbemitigatedthroughdigitalliteracy the benefitsofbeingonlineaswellpotential

58 Fund publicawareness campaigns Arm learners withthe capability to Ideally,suchcampaignswouldhighlight 60

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4 1 / 5 / 66/5/14 7:59 AM experience and knowledge of other school districts, experience and knowledge businesses. public agencies or private innovative ways The Task Force has also called for One of bringing its recommendations to fruition. prize approach it finds particularly useful is the We urge competition that is spelled out in Action L. to other funders to sponsor such prizes in response Action recommendations as well. bold steps to bring to will need to take Policy makers a country fruition the vision of the United States as as is innovation in of learners. It is our tradition, the two is new technologies. Now the confluence of system. posing a challenge to America’s education There may be risks involved in moving forward strong in a bold way, and there will no doubt be of opinion. But the opportunity is too differences legislators, regulators or country’s our for significant in this officials not to move with a sense of urgency future of all learners, now and for the benefit area for generations. it will be on the shoulders of each Most importantly, to undertake each teacher and each student parent, with a leap into the hard work of moving forward the future.

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d d n i . t n i r P t r o There are a number of ways these action steps There are a number of ways these action Many start with funding, of can be implemented. state and course, and we recommend that federal, steps to fund pilots, all take local governments full implementation and eventually experimentation in this report. Many of of the steps called for in these recommendations can be embedded existing funding streams that already support and nonprofits. We also call on schools, libraries and businesses to mobilize support, philanthropies funding and action around these action steps. With regard to the latter, businesses can not only giving and employee fund through their corporate assistance but also engage innovatively, such as by in making their Wi-Fi hotspots available to students their communities, building new privacy tools into their services and making their products interoperable in with others. School districts can also collaborate of the advantage new partnerships that will take A NOTE ON A NOTE IMPLEMENTATION to understand their environment and how to optimize and how to optimize to understand their environment Action T). and privacy within it (see their safety Telecommunications For instance, the International online for Union has launched a global partnership as varied as protection which includes entities a small nonprofit Disney, First Ladies and UNICEF, Child for in Nigeria. They have proposed Guidelines ministers, parents, Online Protection (COP) for include educators and the industry worldwide that digital age literacies. p e R n e p s AAspenReportPrint.indd 85 AAspenReportPrint.indd 86 s p LEARNER AT THE CENTER · 86 e n R e p forward andanswerthiscallfor action. parents andotherstakeholders, needto step Businesses, aswellgovernments, educators, efficacy increasesifadoptedasaunifiedwhole. steps areimportant toachievingthevision,their document complement oneanother.Whileindividual literacy andtrust.Theactionstepsthroughoutthe additional pillarsfor action:access,interoperability, at thecenter of learning networks,itprovidesfour With thetouchstoneofputtinglearner/student about howtheUnitedStatescanmoveforward. Task ForceonLearningandtheInternet’s ideas steps includedinitrepresent theAspenInstitute The visionoutlinedinthisreportandtheaction the country and its citizens. advantage oftheseopportunitiesfor thegoodof citizens. TheUnitedStatesmustfindwaystotake learning andbecomemore-qualifiedworkers and realize theirpotential, embarkonapathoflifelong society offers manyopportunitiesfor individualsto many businessesandinstitutions.Thenetworked Digital disruptionhasbrought radical changesto CONCLUSION o r t P r i n t . i n d d

8 6 are urgent. Please joinusataspentaskforce.org. and for thefutureofUnitedStates,thesesteps fund orencourage? Forthesake ofallyoungpeople, steps cantheytake, deviseresolutionsfor, join, potential oflearningnetworksareality.Whataction determine whatparttheycanplaytomake the academics, concernedcitizens,students—to educators, policymakers, businesspeople, The TaskForceurgesallaffected parties—parents, role toplayincarryingouttheserecommendations. As weseeit,allcitizensandstakeholders havea 66/5/14 7:59AM / 5 / 1 4

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d d n i . t n i r P t r o HONORARY CO-CHAIRS HONORARY Bush Jeb CO-CHAIRS Bailey John Dawson Rosario Baker MEMBERS Casserly Kumar Maria Teresa Collier Meredith Cook-Robinson Catherine Anne Genachowski Wanda Dash Anil Julius Marne Levine Brendon Lynch Marwick Alice Betsy Masiello Bruce Mehlman Delia Pompa Brown Seely John Surman Mark Tate Deborah Taylor Thomas, Jr. Felton The Aspen Institute Task Force on Learning and the Internet on Learning Force Task Institute The Aspen p e R n e p s AAspenReportPrint.indd 87 AAspenReportPrint.indd 88 s p LEARNER AT THE CENTER · 88 e n R e p 8 7 6 5 4 3 2 1 o Fora definitionofconnectedlearning,seehttp:// KnowledgeWorksFoundation, MarinaGorbis,“TheFutureOf EducationEliminates ForareportontheexperienceofYouMediain JeanneBernish,“CatchaGlimpseinto theFuture Mizuko Itoetal., JamieMcGee,“Students EnhanceLearningwith r t P r i ENDNOTES n sites/default/files/ConnectedLearning_report.pdf. and LearningResearchHub,2013), http://dmlhub.net/ for Research and Design connectedlearning.tv/what-is-connected-learning. glimpse-into-the-future-of-learning. knowledgeworks.org/worldoflearning/catch-a- of Learning,”KnowledgeWorks,July16,2013,http:// 2013, http://knowledgeworks.org/future-of-learning. Education: Regenerating the Learning Ecosystem Betty-s-Brain-software. BUSINESS04/302210057/Students-enhance-learning- 21, 2014,www.tennessean.com/article/20140221/ Betty’s Brain Software, from-educational-institutions-to-learning-flows. www.iftf.org/our-work/global-landscape/learning/ Future’s viewoftheevolutioneducation,see the-world-is-your-class. FortheInstitutefor the education-eliminates-the-classroom-because- www.fastcoexist.com/1681507/the-future-of- Fast Company Futurist Forum the Classroom,BecauseWorldIsYourClass,” pdf. sites/default/files/SAFE-SPACE-final-with-addenda. for Connected Learning Shared Interest: YOUmedia ChicagoasaLaboratory Chicago, seeKileyLarsenetal., google.com/site/annpjull/Home?APJ_paper_14.pdf. Innovation Ecotones A. Pendleton-Jullian, t . i n d d

8 8 Connected Learning: AnAgenda Design Education and , 2009.pp.7-8,https://sites. , 2013,http://dmlhub.net/ The Tennessea (Irvine,CA:DigitalMedia , March4,2013, Recombinant Safe Space and n, February , 17 12 11 10 9 16 15 14 13 library/get_file?folderId=353&name=DLFE-1517.pdf. Association, 2013),www.setda.org/c/document_ Infrastructure Needs Recommendations toAddress K-12Education Christine Foxetal., pubs2010/2010034.pdf. Records &Learner Profiles John Baileyetal., Mozilla OpenBadges,https://wiki.mozilla.org/Badges. education#ixzz2pTCKJfAS. seeks-lead-conversation-competency-based- com/news/2013/12/12/lumina-funded-group- Ed Paul Fain,“Competent atWhat?” get-boost#ixzz2jEXzEdoh. news/2012/10/01/competency-based-education-may- Ed Paul Fain,“A DisruptionGrowsUp,” Fall 2008, Educational Technology inU.S. PublicSchools: National Center for EducationalStatistics, nces.ed.gov/fastfacts/display.asp?id=46. Technology inU.S. PublicSchools, 2009 Education Statistics. U.S. Department ofEducation,NationalCenter for broadband-2013/. http://www.pewinternet.org/2013/08/26/home- 2013,” PewResearchCenter, August26,2013, Kathryn ZickuhrandAaronSmith,“HomeBroadband dont-dare. declara-ceo-ramona-pierson-goes-where-others- www.forbes.com/sites/georgeanders/2013/12/27/ Where OthersDon’tDare,” George Anders,“Declara CEO RamonaPiersonGoes pdf. uploads/2012/10/DLN-Smart-Series-Databack-Final1. 2012), http://digitallearningnow.com/wp-content/ (December12,2013),www.insidehighered. (October1,2012),www.insidehighered.com/ , 2010,

http://nces.ed.gov/ Data Backpacks: Portable The Broadband Imperative: Teachers’ UseofEducational (StateEducationalDirectors Forbes (DigitalLearningNow, Inside Higher , December27,2013, Inside Higher , https://

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4 1 / 5 / , 66/5/14 7:59 AM ,

Christian New York Times New York Chronicle of Higher of Higher Chronicle , July 9, 2011, http:// Multichannel News Multichannel , October 30, 2013, http://

, August 28, 2013, www.csmonitor. Getting Smart , January 13, 2014, http://chronicle.com/ Jeff Baumgartner, “Comcast’s ‘Internet Essentials’ Essentials’ ‘Internet Jeff Baumgartner, “Comcast’s Passes 1 Million Mark,” October 29, 2013, www.multichannel.com/ distribution/comcasts-%E2%80%98internet- essentials%E2%80%99-passes-1-million-mark/146349. “Flipping Instruction On Its Head,” Chronicles Classroom tnclassroomchronicles.org/flipping-instruction-on- its-head/. Alan Schwartz, “Mooresville’s Shining Example (It’s Not Just About the Laptops),” February 12, 2012, www.nytimes.com/2012/02/13/ education/mooresville-school-district-a-laptop- success-story.html. but You Tom Vander Ark, “You’re Already BYOT Won’t Admit It,” gettingsmart.com/2011/07/youre-already-byot-but- you-wont-admit-it. What Every Student? iPad for Daniel B. Wood, “An Los Angeles School District Is Thinking,” Monitor Science com/USA/Education/2013/0828/An-iPad-for-everystudent-What-Los-Angeles-school-district-is-thinking. Creates the ‘Yelp’ Megan O’Neil, “College Registrar of Higher-Education Software,” Education blogs/wiredcampus/college-registrar-creates-the- yelp-of-higher-education-software/49267. of State Legislatures, “Laws National Conference Relating to Filtering, Blocking and Usage Policies State Filtering/Blocking in Schools and Libraries, Laws,” January 9, 2014, www.ncsl.org/research/ telecommunications-and-information-technology/ state-internet-filtering-laws.aspx. of Education, “Balancing Department U.S. on the Internet,” Safety Connectivity and Student n.d., www.ed.gov/technology/draft-netp-2010/ balancing-connectivity-student-safety-internet. 25 26 27 28 29 30 31 32 , August 28, 2012, (2014): 17 , http://www. 1(Mar., 2009), www.

no. Governing Data Note, Data Note, 9 8

d d n i . t www.governing.com/idea-center/wi-fi-turns-school- buses-into-study-halls.html. imls.gov/assets/1/workflow_staging/News/632.PDF. imls.gov/assets/1/workflow_staging/News/632.PDF. living “More than half of young adults and seniors in poverty in the United States used public libraries find work, apply to college, to access the internet, benefits, and learn about critical secure government Association, American Library medical treatments,” A Report of the The State of America’s Libraries: Association, 2014,” special issue, American Library Magazine Libraries American ala.org/news/sites/ala.org.news/files/content/2014- State-of-Americas-Libraries-Report.pdf. White House, Office of the Press Secretary, Obama Unveils ConnectED Initiative to “President Digital Age,” news into Bring America’s Students release, June 6, 2013, www.whitehouse.gov/the- press-office/2013/06/06/president-obama-unveils- connected-initiative-bring-america-s-students-di. Launches Commission, “FCC Communications Federal Broadband in Schools and Update of E-Rate for news release, July 19, 2013, www.fcc.gov/ Libraries,” document/fcc-launches-update-e-rate-broadband- schools-libraries. Digital LEAD Commission, “Paving a Path Forward for Learning in the United States,” n.d., http://www. leadcommission.org/sites/default/files/LEAD%20 Commission%20Blueprint.pdf. Kathryn Zickuhr and Aaron Smith, “Home and American Life Broadband 2013” (Pew Internet Project, August 26, 2013), http://pewinternet.org/ Reports/2013/Broadband/Findings.aspx. example, Brian Peteritas, “Wi-Fi Turns School See, for Study Halls,” Buses into Erica Pastore and Everett Henderson, “Libraries Henderson, “Libraries Erica Pastore and Everett to Serve High Need Service Use Broadband Internet Communities,” n i r P t r o 19 20 21 22 23 24 18 p e R n e p s AAspenReportPrint.indd 89 AAspenReportPrint.indd 90 s p LEARNER AT THE CENTER · 90 e n R e p 41 40 39 38 37 36 35 34 33 o r t P r i n teachers andparents needtobeableaccess in educational/schoolandafterschool settings; health expertsespeciallythosealready working teachers needtoreachoutmental/behavioral “threat ofharmtoselforothers,” parents and or seriousemotionalproblemseventhepotential In casesorinstancesinwhichthereareabnormal edu/pubrelease/isttf. University, January2009,http://cyber.law.harvard. Berkman Center for Internet &SocietyatHarvard of StateAttorneys General ofthe UnitedStates, Multi-State Working Group onSocialNetworking the Internet Safety Technical Task Force tothe Child Safety &Online Technologies: Final Report of Internet Safety TechnicalTaskForce, www.casel.org/social-and-emotional-learning. CASEL, “WhatIsSocial-EmotionalLearning?,”http:// department). worldbank.org/psd/clay-shirky-at-the-state- references thismulti-dimensionality: http://blogs. increase inexpressivecapabilityhumanhistory,” where hesaid“we’rewitnessing“thelargest Clay Shirky’s2009talkattheU.S. StateDepartment, www.corestandards.org. Common CoreStateStandards, www.lrmi.net/about. Learning ResourcesMetadataInitiative, aspx?t=204&nid=818957&bl=back&rc=0. http://www.curreyingram.org/podium/default. a GlorifiedLibrary? PartTwo,” November30,2012, Curry Ingram Academy,“The Learning Commons; Netflix Prize,www.netflixprize.com. back-flipping-robot.html. elements/2013/06/darpas-new-challenge-build-a- June 27,2013,www.newyorker.com/online/blogs/ Gary Marcus,“DARPA’s RobotChallenge,” t . i n d d

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, 46 45 44 43 42 the OnlineSafety Roadshow,adigitalcitizenship Literacy andCitizenshipcurriculumfor teachersand web. Googlealsooffers afree,interactive Digital help families—and allusers—safely navigate the resources fromGoogleandourexpert partnersto The GoogleSafety Center features safety tools, nashvilles-school-of-rock#sthash.ffGjQPO7.dpuf. nashvillelifestyles.com/entertainment/pearl-cohn-is- of Rock,” Jennifer Justus,“Pearl-CohnIsNashville’sSchool badges/digit-badges-nycdoe. Times Prepares NYC Students for theRealWorld,” Education—Badge-empowered DigitalLiteracy Game “Case Study:DIG/ITandtheNYC Department of grants/242016.pdf. Settings by ICAC Task Forces inSchool and Community Evaluation ofInternet ChildSafety MaterialsUsed Lisa Jones,KimberlyMitchellandWendyWalsh, testimony attheFall2009meetingofOSTWG. Report_060410.pdf. SeealsoPatriciaAgatston’s ntia.doc.gov/legacy/reports/2010/OSTWG_Final_ Safety &Technology Working Group Safety onaLivingInternet: Report ofthe Online Online Safety andTechnology WorkingGroup, coaching4teens-life-coaching-for-teens. Available atwww.centerstone.org/services/ decision-making skillsandimproverelationships. balance, gainconfidence,prioritizegoals,sharpen for teenagerswhowant toachievesuccessand large organizations.Nowcoachingisavailable while balancingthedemandsinvolvedinleading executives successfullymanagertheirpersonallives Nashville area.Itstartedasawaytohelpbusiness personal coachingfor highschool students inthe trained intheseissues.Coaching4Teens offers assistance fromprofessional wholikewise are , n.d.,www.learningtimes.com/what-we-do/ , 2012,www.ncjrs.gov/pdffiles1/nij/ Nashville Lifestyles, n.d., http://www. , 2010,www. Learning Youth 66/5/14 7:59AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:59 AM 13 APA Newsletters, APA Anne Collier, “Challenging ‘Internet Safety’ as a Safety’ ‘Internet Anne Collier, “Challenging 4, 2013, http:// September Subject to Be Taught,” www.connectsafely.org/challenging-internet-safety- as-a-subject-to-be-taught/. National Council is a group that works on behavioral health and believes in “healthy minds, strong of purpose. “Coaching communities”—their statement at www.coaching4teens.org, as well as Teens” for provide counselors with skills www.centerstone.org, digital age. necessary for For a summary of state laws related to online privacy, see www.ncsl.org/research/ telecommunications-and-information-technology/ One state-laws-related-to-internet-privacy.aspx. new legislation, the Privacy example is California’s in the Digital World Minors California for Rights of Act, which permits minors to request removal they placed online. of content information example, Andrea M. Matwyshyn, See, for Allen’s “Of Teenagers and ‘Tweenagers’: Professor Critique of the Children’s Online Privacy Protection Act in Historical Perspective,” no. 1 (2013), 7. http://www.whitehouse.gov/sites/default/files/docs/ big_data_privacy_report_may_1_2014.pdf at p.64. http://idhypercubed.org/wiki/ProjectMustardSeed. http://www.netfamilynews.org/timely-for-safer- internet-day-game-changing-insight-into-internet- risk. http:www.att.com/gen/press-room?pid=2964. www.stopthinkconnect.org/. www.itu.int/copf.

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d d n i . t Working Paper, Media Education Lab, University of Working Paper, Media Education Lab, University Rhode Island, July 2013, http://mediaeducationlab. com/sites/mediaeducationlab.com/files/Field%20 Guide%20to%20Media%20Literacy%20.pdf. Common Core State Standards Initiative, “English » Key Language Arts Standards » Introduction n.d., www.corestandards.org/ Design Consideration,” ELA-Literacy/introduction/key-design-consideration. American Academy of Pediatrics, “Managing Media: We Need a Plan,” October 18, 2013, http://www.aap. org/en-us/about-the-aap/aap-press-room/pages/ managing-media-we-need-a-plan.aspx. to Media Literacy Education in the United States in the Education to Media Literacy assembly for middle school students that shares middle school students assembly for and smart online. being safe tips and tricks for google.com/ Center, Available at Google Safety safetycenter. White Paper and a Web Literacies Mozilla offers website where they discuss the skills, competencies needed to not only consume but and literacies Mozilla web. Available at also help make the https://wiki.mozilla.org/Learning/ Web Literacy, WebLiteracyStandard/Legacy. of digital literacy an online library Microsoft offers resources that includes a basic curriculum that to computers; a standard provides an introduction curriculum (available in 30 languages) that adds and digital lifestyles, modules on the Internet, an advanced curriculum that security. It also offers along the use of digital information on focuses instructors. Available with support materials for www.microsoft.com/ at Microsoft Digital Literacy, About/CorporateCitizenship/Citizenship/giving/ programs/UP/digitalliteracy/eng/default.mspx. Michael RobbGrieco and Renee Hobbs, n i r P t r o 50 51 47 48 49 p e R n e p s AAspenReportPrint.indd 91 AAspenReportPrint.indd 92 s p LEARNER AT THE CENTER · 92 e n R e p only waytodefinethebelowterms. term. Itisbynomeansanexhaustivelistorthe demonstrate exactlyhowtheTaskForceuseseach in thiseffort, andtheglossaryisanattemptto terms areusedamongthenumerousprofessions defines specificterminologyusedinthereport.The an understandingofthewayTaskForce This glossaryisintended toprovide readers with GLOSSARY o r t P r i n t . i n d d

9 2 potential learningopportunities. andoutofschoolas in whichlearnersparticipatein experiences, interests, communitiesandcontexts that strivestoconnectandleverage allthevarious Connected learning: development ofimportant skillsanddispositions. and creationofknowledge,alongwiththe emphasize competenciesthatincludeapplication individual learningneeds;outcomes timely, differentiated supportbasedontheir learning experiencefor students; students receive students; assessment ismeaningfulandapositive transferable learningobjectivesthatempower competencies includeexplicit,measurable, principles: Students advanceuponmastery; and timeisvariable.Modelsoftenincludefive pace uponmasteringconcepts.Learningisfixed approach allowsstudents tomoveattheirown Competency basededucation: express oneselfeffectively. of exploration anddiscovery,thecapacityto Agency: places tosupportanytime,anyplacelearning. school, students needaccessathomeandinpublic use themproperly.Inadditiontohavingaccessin the appropriatesoftwarealongwithabilityto broadband network,acapablehardwaredevice,and digital learning,consistingofhavingaccesstoa Access: theabilitytolearnthroughaprocess the basicrequirement for participationin anapproachtolearning this education

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4 1 / 5 / 66/5/14 7:59 AM teaching, a ability to acquire useful a technical and social the practice of promoting a student to a student of promoting the practice learning and research resource that resides in learning and research has been released under the public domain or free property license that permits an intellectual use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, or software, and any other tools, materials techniques used to support access to knowledge. Seat time: school only at the end of the current the next grade learned year, regardless of when or whether they the necessary material. environment: Trusted that protects young people from framework express harm while empowering them to explore, and succeed in themselves, pursue their interests their education. learning: Whitewater time knowledge and skills while at the same that is them in an environment practicing new challenges. evolving and presenting constantly Open Educational Resource (OER): Resource Open Educational an online the combination of media the combination of online and the change that occurs when the ability of systems and an online representation of a skill an online representation 3 9

d d n i . t n i r P t r o Digital badges: or knowledge acquired. that has been mastered defined by, and issued by a Badges can be created, of sources. broad range Digital disruption: new digital technologies and business models new digital technologies and business models the value proposition of existing goods and affect services. Digital age literacies: course aimed at unlimited participation and open course access via the web. In addition to traditional materials such as videos, readings and problem that user forums sets, MOOCs provide interactive and professors students, help build a community for teaching assistants. literacy, digital literacy and social-emotional digital literacy literacy, of use a range to effectively the ability literacies; digital technologies. Interoperability: organizations to work together; in education, freely across to move students the ability for or for networks to pursue their learning objectives networks. educational data to move across different network: Learning that can be mobilized by off-line infrastructure to pursue their learning or organized by students education. educators to support student (MOOC): Course Open Online Massive p e R n e p s AAspenReportPrint.indd 93 AAspenReportPrint.indd 94 s p LEARNER AT THE CENTER · 94 e n R e p deepen theirunderstandingof issues. their onlinelibrary ofapproximately 90resourcesto also reachedouttotheirownnetworksandused Force’s developingreport.TheTaskForcemembers informal discussionsprovidingfeedback ontheTask administrators contributed ideasbyparticipatingin offices. Students, parents, educatorsand committee officesandgovernment administration digital media&learning(DML)groups,congressional think tanks,foundations, technology-relatedgroups, and youthgroups,civilrights groups,businesses, members heardfrom60leadersacrosseducation of itslargeroutreachprocess,theTaskForce policy, industryandrelatedcommunities.Aspart insight fromeducation,educationaltechnology, and recommendations,itgatheredperspective As theAspenTaskForcedevelopeditsfindings learning. safety, privacyandtheusesofInternet for and privateschoolstoheartheirperspectiveson group withyouths,aged11-15,fromClevelandpublic questions aroundtheissues. Italsohostedafocus of digitalpublicoutreachandaskingtargeted through socialmediabyconductingseveral rounds the TaskForceengagedinpublicconversations also parents, students andteachers.Tothatend, to hearnotjustfromexpertsandpractitioners, but the Internet andLearning.TheTaskForcewanted was toengagethebroaderpublicinissuesof One ofthecorechargesAspenTaskForce ENGAGEMENT PROCESS o r t P r i n t . i n d d

9 4 Council ofChiefStateSchoolOfficers Innovation Council ofChiefStateSchoolOfficers Corporation for PublicBroadcasting Consortium for SchoolNetworking Common SenseMedia Chicago PublicSchools Chicago PublicLibrary Center for AmericanProgress Calvert County PublicSchoolsofMaryland Business Roundtable Boys &GirlsClubofAmerica Bill &MelindaGatesFoundation Berkman Center for Internet & Amplify American Library Association American Federation ofTeachers American AssociationofSchoolAdministrators American AssociationofCommunityColleges Afterschool Alliance Achieve organizations participatedintheinterviews: any partofthereport.Individualsfromfollowing organizations officiallyendorsedorhelpedtocraft they developedthereport.Noneofparticipating discussions informed membersoftheTaskForceas discussed intheTaskForce.Insight fromthe gathering avarietyofperspectivesonissues to participateininterviews for thepurposeof The TaskForceinvitedleadingorganizations Organizations thatContributed Ideas Lab Network Society atHarvardUniversity 66/5/14 7:59AM / 5 / 1 4

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d d n i . t Committee, Majority Committee, Majority Committee, Minority n i r P t r o Creative Commons Data Quality Campaign of America Digital Public Library District of Columbia Public Schools Educational Testing Service Institute Family Online Safety Girl Scouts of America Majority House Education & the Workforce, Minority House Education & the Workforce, House Science, Space & Technology K-12 Learning Online Association for International Knowledge Alliance Commission Leading Education by Advancing Digital Metropolitan High School of New York City Public Charter Schools National Alliance for Learning Disabilities for National Center National Education Association Teacher Organization National Parent National Summer Learning Association National Writing Project NewSchools Los Niños of Los Angeles Para District of Columbia Public Schools Parents, Arlington Public Schools of Virginia Parents, Children & Youth Partnership for Pearson Senate Health, Education, Labor & Pension Senate Health, Education, Labor & Pension Smithsonian EdLab Industry Association Software & Information p e R n e p s AAspenReportPrint.indd 95 AAspenReportPrint.indd 96 s p LEARNER AT THE CENTER · 96 e n R e p MEMBER BIOGRAPHIES ON LEARNING ANDTHEINTERNET ASPEN INSTITUTETASK FORCE o r t P r i n t . i n d d

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co-founded Voto Latino, a non-partisan organization that empowers Latino Voto co-founded community. Voto themselves and their Millennials to claim a better future for Latino, which is celebrating its ten year anniversary this year, is dedicated its ten year Latino, which is celebrating but for her work with a range of influential organizations. In 2004, Dawson organizations. In 2004, of influential with a range her work but for office and the only Republican in the state’s history to be reelected. in the state’s history the only Republican office and During his two terms, Bush championed major reform of government of government Bush championed major reform During his two terms, through 2006. He was the third Republican elected to the state’s highest to the state’s highest Republican elected He was the third through 2006. to bringing new and diverse voices to develop leaders by engaging youth, programs in education and Medicaid. The state also launched and accelerated The state also launched and accelerated in education and Medicaid. programs Rosario Dawson has garnered praise not only for her numerous leading roles, not only for Rosario Dawson has garnered praise Jeb Bush was the 43rd governor of the state of Florida, serving from 1999 state of Florida, serving governor of the the 43rd Jeb Bush was media, technology and celebrities to promote positive change and has registered media, technology and celebrities to promote positive change and has registered restoration of America’s Everglades, the largest project of its kind in the world, the largest project of its kind in the world, of America’s Everglades, restoration Rosario Dawson Rosario of a Latino Spirit Award, given the recipient over 250,000 voters. Dawson was recently to the Latino community and her her contributions to her by Governor Jerry Brown for leadership with Voto Latino. by Dawson is an active board member of V-Day, an organization founded worldwide to stop violence against women. Eve Ensler, where she travels by serving on the board of the Lower Eastside Dawson also lends her time and efforts doing work with a variety of environmentalist Girls Club in Manhattan and is an ardent Media Association and Global Green. Most organizations including the Environmental HONORARY CO-CHAIR: HONORARY Bush Jeb and provide a long-term of 60 threatened and endangered species to save the habitat 8 million people in south Florida. for supply of drinking water Martinez, Florida’s 40th secretary of commerce under Bob Bush served as Florida’s a book profiling 14 of Florida’s civic “Profiles in Character,” governor. He also co-authored news headline. without claiming a single a difference heroes — people making American studies from the University of Texas Bush earned a bachelor’s degree in Latin he started a real estate development at Austin. He moved to Florida in 1981, where company with partner Armando Codina. and Associates and of the consulting firm Jeb Bush Bush is the president Currently, In civic and Tenet Healthcare Corporation. is on the boards of CNL Bancshares and Excellence in of the Foundation for Bush serves on the boards charitable affairs, and Our Pledge. USA CASEnergy, Volunteer Education, the Foundation of Florida’s Future, in Miami and have three grown children. Bush is the son Columba, live He and his wife, Bush. Bush and Barbara George H.W. of President CO-CHAIR: HONORARY 7 9

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9 8 board for thesocial venture philanthropy Indego Africa. Campaign, theEducationReform Advisory Councilfor theBushCenter andtheregional is aPahara-Aspen EducationFellow. Heservesontheboardofthe DataQuality John hasservedasaformal orinformal advisortothreePresidential campaigns. He portfolio ofnationaladvocacygrants. John hasalsoworked attheBillandMelinda GatesFoundation,wherehemanageda use oftechnologyanddataineducation. Technology helaunchedseveral initiativestoexpandonlinelearningandimprovethe Director ofEducationalTechnologyandPennsylvania’sfirst DirectorofEducational where healsofocused onimmigration andhealthcarereform. Asthenation’ssecond Bailey servedasatoptechnologyandinnovationadvisortotheSecretaryofCommerce reauthorization oftheTrade Adjustment Assistanceprogram. over $10billion. HealsoservedasoneoftheleadnegotiatorswithCongressduring temporary programs addressingnearly$200billionofloanswhichsavedtaxpayers to stabilizestudent loansduringthecreditcrisiswhich led tothecreationofthree Policy duringtheBushadministration. HecoordinatedtheAdministration’s effort Bailey servedattheWhiteHouseasSpecialAssistant tothePresident for Domestic trends. unique surveyofthetoppoliticalandpolicy“insiders”toforecast educationreform investors. Healsoco-published that providespolicycounselandresearchfor philanthropists, entrepreneurs, and Digital LearningNow John Bailey TASK FORCECO-CHAIR: seen intheAtomEgoyanthrillerTHECAPTIVE aswellDiegoLuna’sCHAVEZ. Dawson willrepriseherroleas‘Gale’inSINCITY:ADAME TO KILLFOR andwillalsobe Danny BoylethrillerTRANCE andwillbeseennextstarringinGIMMESHELTER. In2014, 25th HOUR, SINCITY, RENT, SEVENPOUNDS,andUNSTOPPABLE. Shewaslastseeninthe Dawson madeherfilmdebutinKIDSandhassincebeenseenMENINBLACK II,THE contributions tothecommunityandencouragement ingettingothersinvolved. notably, DawsonwasawardedthePresident’s Volunteer ServiceAwardfor hervaluable He previouslyco-founded WhiteboardAdvisors,astrategic consultingpractice John BaileyistheSr.VicePresident ofPolicyfor theFoundationfor Excellence in EducationandExecutiveDirectorofDigitalLearningNow. Inthisrole, next generation modelsoflearning. policymakers andadvocacyorganizationstoadvanceeducationreform and he managestheorganization’spolicystrategy, workingwithpublic Education Insider , aseriesofreportsbasedon 66/5/14 7:59AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:59 AM among the 100 most among the 100 most named her one of named her as one of the 20 most as one of the 20 most Elle called Maria Teresa one of the called Maria Teresa PODER Magazine Hispanic Business Fast Company Fast -nominated contributor with MSNBC. In 2013, with MSNBC. contributor -nominated the 10 most powerful women in Washington, DC. A dynamic community women in Washington, DC. the 10 most powerful was named by leader, Maria Teresa influential Latinos in America and by Latinos influential Emmy Government Relations Office of NBCUniversal. Government deliberations were ongoing), Ms. Baker was Senior Vice President of the was Senior Vice President ongoing), Ms. Baker were deliberations influential Latinos under 40. Latinos influential June 2, 2014. From September 2011 through May 2014 (during which Task Force June 2, 2014. From September 2011 through Her responsibilities included coordinating the development of NBCUniversal’s the development Her responsibilities included coordinating Maria Teresa Kumar is the founding President and CEO of Voto Latino and an and CEO of Voto Latino President Kumar is the founding Maria Teresa top 100 Creative Minds for her work at Voto Latino, using technology, celebrity her work at Voto Latino, using technology, for top 100 Creative Minds Meredith A. Baker is President and CEO of the CTIA Wireless Association, effective and CEO of the CTIA Wireless Association, effective is President Meredith A. Baker policy positions on legislative and regulatory issues and representing those issues and representing policy positions on legislative and regulatory voices, media and youth themselves to empower a generation of young voters. Under themselves to empower a generation voices, media and youth in national elections by directly factor Latino has become a key her leadership, Voto more through viral, new voters and influencing millions registering over 225,000 celebrity-driven campaigns. the Latino and of Planned Parenthood Maria Teresa serves on the national boards Alternative Fund Prime Mover and a Council on Foreign Leaders Network, and is a Hunt analyst on NPR and PBS, a recent guest Relations Term Member. She is a frequent national publications, and a writer for panelist on Bill Maher’s HBO show, an opinion NetRoots Nation, Personal including SXSW, conferences at major after speaker sought then and TEDx. She started her career as a legislative aide for Forum Democracy Kennedy School and from Harvard’s Chair Vic Fazio and graduated Caucus Democratic at Davis. the University of California Meredith Baker Meredith CTIA Wireless Association agencies. and Government the Congress, the Administration positions before Communications Commissioner from July 2009 until a Federal served as Ms. Baker Secretary of she was Acting Assistant June 2011. Prior to her service at the FCC, Administration the National Telecommunications and Information Commerce for the to help facilitate (NTIA). While at NTIA, she administered the coupon program policies that to digital television, promoted market-based nation’s historic transition the United States at major innovation, served on delegations representing encouraged discussions and engaged in bilateral telecommunications conferences international around the world. with senior level officials from countries TASK FORCE CO-CHAIR: FORCE TASK Kumar Teresa Maria Voto Latino 9 9

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1 0 0 book, moves, smartly made cansetbigthingsinmotion, is aboutnewforms ofcollaborative innovationand skepticism about whetherornotchangealwaysrepresents genuineprogress. by abroadviewofthehuman contexts inwhichtechnologiesoperate andahealthy Part scientist, partartistandstrategist, JSB’sviews areuniqueanddistinguished Technology, Honorary Doctor of Design.Heisanavidreader,traveler andmotorcyclist. State University,Honorary DoctorofScienceDegree; May2011,IllinoisInstituteof University ofMichigan,Honorary DoctorofScienceDegree;May2009, NorthCarolina May 2004, Claremont Graduate University,Honorary DoctorofHumaneLetters;May2005, Degree; July2001,theLondonBusinessSchool,Honorary DoctorofScienceinEconomics; received sixhonorary degrees including:May2000,BrownUniversity,DoctorofScience from UniversityofMichiganin1970 incomputerandcommunicationsciences. Hehas JSB receivedaBAfromBrownUniversityin1962mathematics andphysicsaPhD was releasedJanuary2011. April 2002. WithJohnHagelheco-authoredthebook (HBS Press,2000)thathasbeentranslated into 9languageswithasecondadditionin With PaulDuguidheco-authoredtheacclaimedbook and privateboardsofdirectors.Hehaspublishedover100papersinscientific journals. He servesonnumerouspublicboards(Amazon,Corning,andVarianMedicalSystems) Artificial Intelligence andofAAASaTrusteetheMacArthurFoundation. Sciences, theNationalAcademyofEducation,aFellowAmericanAssociationfor John—or JSB,asheisoftencalled—isamemberoftheAmericanAcademyArtsand interests includedigitalyouthculture,mediaandinstitutionalinnovation. was acofounder oftheInstitutefor ResearchonLearning(IRL).Hispersonalresearch Deloitte Center for theEdge John Seely Brown McLean, Virginia.Shehasfour stepdaughters. a lawdegreefromtheUniversityofHouston.Ms.Baker andherhusbandresidein Ms. Baker earnedherBachelorofArtsdegreefromWashington &LeeUniversityand Association (CTIA). 2000 asDirectorofCongressionalAffairs attheCellularTelecommunicationsIndustry Strategies. Sheworked atCovadCommunicationsasSeniorCounselandfrom1998to Before joiningNTIA,Ms.Baker wasVicePresident atthefirmofWilliamsMullen organizational learning,complexadaptivesystems,andnanotechnologies.He The NewCulture ofLearning John SeelyBrownistheIndependent Co-ChairmanoftheDeloitte’sCenter for the research toincludesuchtopicsasthemanagement ofradical innovation, Edge andavisitingscholaradvisortotheProvostatUniversityofSouthern nearly twodecades.WhileheadofPARC, Brownexpandedthe role ofcorporate and thedirectorofitsPaloAltoResearchCenter (PARC)—a positionheheldfor California (USC).PriortothathewastheChiefScientist ofXeroxCorporation co-authoredwithProfessor DougThomasatUSC, publishedApril2010.Hiscurrent The Power ofPull:how small The OnlySustainable Edge The SocialLife ofInformation which 66/5/14 7:59AM / 5 / 1 4

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MySpace Unraveled: A Parent’s A Parent’s Unraveled: MySpace Cyberbullying Prevention and Response: Response: and Cyberbullying Prevention (Peachpit Press, 2006). (FBparents.org, 2012) and (FBparents.org, (Routledge, June 2011), edited by Profs. Justin Patchin and Sameer strategist with foundations and organizations to leverage the emerging to leverage and organizations with foundations strategist lifelong for to develop new pathways by the Internet opportunities afforded learning. all through openness and knowledge sharing. Cathy works as an independent works as an independent sharing. Cathy openness and knowledge all through co-directs ConnectSafely.org, a Web-based interactive forum and information and information forum a Web-based interactive co-directs ConnectSafely.org, worked in the news media since 1980. With SafeKids.com’s Larry Magid, she in the news media since 1980. With SafeKids.com’s worked in the impact and everybody interested educators teens, parents, site for organization, Net Family News, Inc., Anne is a writer and journalist who has organization, Net Family News, Inc., Anne of the social Web on youth and vice versa. ConnectSafely is a project of Net ConnectSafely of the social Web on youth and vice versa. Catherine M. Casserly, Ph.D. is dedicated to supporting learning opportunities for for learning opportunities is dedicated to supporting M. Casserly, Ph.D. Catherine Through February 2014 Cathy was CEO of Creative Commons, a global non-profit Cathy was CEO of Creative Commons, Through February 2014 Editor of NetFamilyNews.org and founder and executive director of its parent and executive director of its parent Editor of NetFamilyNews.org and founder Family News, Inc. Expert Perspectives With Larry Magid, she co-authored Hinduja of the Cyberbullying Research Center. Net Family News, Inc. curriculum working group supporting the In 2011 and ‘12, Anne was a member of the and at Harvard University’s Berkman Center launch of the Born This Way Foundation, aims to world” the Foundation kinder, braver toward “a movement youth the grassroots a chapter to support. In 2011, Anne contributed Guide to Facebook A Parents’ Anne Collier & Online Safety In 2009-’10, Anne served as co-chair of the Obama administration’s “Youth Technology Working Group, which in June 2010 delivered its report to Congress, speaks. In 2008, she a subject on which Anne frequently a Living Internet,” on Safety state attorneys general by 49 Task Force, formed Technical Safety served on the Internet for and based at Harvard University’s Berkman Center and Fox Interactive/MySpace Catherine Casserly Catherine 2014) (Through February Creative Commons scholarly and other and institutions to share their creative, that empowers people Resources Initiative Cathy directed the Open Educational knowledge assets. Previously, work in transparency Hewlett Foundation, and spearheading at The William and Flora of the Advancement for at the Carnegie Foundation and technology as Vice-President Teaching. of mathematics in Kingston, Jamaica. She earned Early in her career Cathy was a teacher University and holds a B.A. in Education from Stanford in the Economics of her Ph.D. board member of the Digital Public is a founding Mathematics from Boston College. Cathy University. and Peer-2-Peer of America Library Social Networking Guide to Teen 1 0 1

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1 0 2 Administrators, WayneStateUniversity CollegeofEducationAlumniAssociation’s “National Finalist,Superintendent oftheYear” bytheAmericanAssociationofSchool Superintendent ofthe Year” bytheMichiganAssociationofSchoolAdministrators, and asadedicatedcommunity member,includingbeingnamed2013“MichiganState Dr. Cook-Robinsonhasreceivedanumberofaccolades,both asaleaderineducation reading proficiency. operationalize SPS’sgoalsfor allstudents byclosingtheachievement gapin Supervision andCurriculumDevelopment toidentify strategies thatwouldhelpto Dr. Cook-Robinsonestablishedafour-year partnershipwiththeAssociationfor Credit RecoveryProgram andcreatingSaturdaySchool. Thompson K-8International Academy,establishingthehighschoolDualEnrollment and Baccalaureate (IB)WorldSchooldesignationsatSouthfield-Lathrup HighSchooland Cook-Robinson’s mostrecent educationalinitiativesinclude:officialInternational the stateofMichigantobeawardedDistrictAccreditationbyAdvancED/NCA.Dr. Under herleadership,SouthfieldPublicSchoolsbecamethesixthschooldistrictin Oakland Intermediate SchoolDistrict Dr. Wanda Cook-Robinson of the subscribers inmorethan50countries. Anneworked onprint, radio, TVandWebversions org (“kid-technewsfor parents”) isablog,RSS feed, andemailnewsletterwith a timewhenkids’techinterests havebecomeakey partofparenting. NetFamilyNews. nonprofit NetFamilyNewsin1999onthepremisethatinformation empowersparents at org, aprojectoftheWashington-basedInternet EducationFoundation.Shefounded the of theLondon-andWashington-basedFamilyOnlineSafety InstituteandGetNetWise. Anne currently servesonFacebook’sSafety AdvisoryBoardandtheadvisoryboards and manyotherprint outlets. and beenquotedin been heardonpublicradio andnationallysyndicatedcommercialradio inmanystates, Internet &Society.ShehasappearedonPBSFrontline’s “GrowingUpOnline”(2008), University ofChicago,respectively,andliveswithherfamily inSanJose,California. A Massachusettsnative,AnneholdsB.A.andM.A.degreesfromPrincipiaCollegethe the NationalCenter for Missing&ExploitedChildren’sNetSmartz.org. written for Microsoft’sStaysafe.org, GetNetWise.org,Children’sTechnologyReview,and development. Christian Science Monitor Dr. WandaCook-RobinsonwastheSuperintendent ofSouthfieldPublicSchools achievement, expanded opportunitiesfor students andenhancedprofessional from July2006toMarch2014.Sheiscurrently amemberoftheexecutive Robinson ledSouthfieldPublicSchoolsinto anewera ofincreasedstudent Using heryearsofeducationalexperienceandvastleadershipskills,Dr.Cook- cabinet oftheSuperintendent ofOakland(MI)Intermediate SchoolDistrict. The

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4 1 / 5 / 66/5/14 7:59 AM The New York New York The 1999 as one of the earliest and most influential blogs on the Internet. Today blogs on the Internet. 1999 as one of the earliest and most influential of the startup on applying the techniques and technologies his work focuses world to the transformation the major institutions of society and culture. world to the transformation “blogging pioneer” by the New Yorker for having started his site Dashes.com in having started his site Dashes.com for “blogging pioneer” by the New Yorker named him one of its 2012 Tech Insurgents. Anil Dash is an entrepreneur, technologist and writer acknowledged as a technologist and writer Anil Dash is an entrepreneur, Dash is cofounder of Activate, the strategy consulting firm which helps the world’s consulting firm which of Activate, the strategy Dash is cofounder Observer Anil Dash Anil Activate and ThinkUP and their businesses, and cofounder reinvent major media and technology companies people get more meaning out of the time they CEO of ThinkUp, a new app which helps of the most Dash is an active advisor to several spend on social networking. In addition, and innovative technology startups and non-profit organizations and has prominent Wired magazine. been a columnist for question-and-answer site Stack Exchange Dash is a member of the board of the popular and and sits on the board of the New York Tech Meetup which serves as the political the New York technology community. Dash also advises the reading social hub for Vox respected new publisher Branch, network startup Readability, conversation platform Media, the popular upstart hip hop label Greedhead Records and the noted education non-profit DonorsChoose. his role in popularizing web culture and advocating for Dash has been recognized for in social and civic responsibility within the technology industry, earning showcases honors including a Art, and museums including the New Museum of Contemporary Dashes.com in 2010 in the Personal Blog category; Webby citation for “Distinguished Educator” award and the Delta Sigma Theta Sorority, Inc. Southfield Inc. Southfield Sorority, Sigma Theta the Delta award and Educator” “Distinguished as an recognition received She has Year” award. of the “Educator Chapter’s Alumnae Institute of International Directions and the New for the Women’s Action honoree by serves Dr. Cook-Robinson active in her community, Detroit, Inc. Highly Metropolitan Corporation, National Express Community Foundation, of the Southfield on the boards of Educational University (Department of Visitors), Oakland University (Board Wayne State Detroit of Commerce and Area Chamber of Southfield, Southfield Club Zonta Leadership), (DAPCEP). Program Area Pre-College Engineering was Assistant Public Schools, Dr. Cook-Robinson Prior to coming to Southfield Resources at Oakland Intermediate & Human Performance Student for Superintendent Valley courses at Grand and undergraduate graduate has also taught School District. She Dr. Cook-Robinson College and Wayne State University. State University, Marygrove Educational Leadership from Instructional Technology and an Ed.S. in in holds a Ph.D. and Supervision a Master’s Degree in Curriculum Development Wayne State University, Education from of Michigan, and a Bachelor of Arts in Special from the University Michigan State University. 3 0 1

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1 0 4 highest honorsfromHarvardLaw SchoolandservingontheHarvardLawReview as alawclerktoJusticeDavid SouterontheU.S. SupremeCourt,graduating with While alwaysatechnologyenthusiast, Genachowskibeganhiscareer inthelaw,serving several publicand private companies. General Atlantic, launchedanearlystagetechincubatorandservedontheboardsof America.” Genachowskialsoservedasaspecialadvisorto theprivateequityfirm the mostimprovedagencyinfederal government andoneof networks, devicesandapplications.DuringhistimeasChairman,theFCC wasnamed increases inbroadbandspeedsandaccessibility,unparalleled innovationin leadership inkey broadbandmetrics,withrecord-settingprivateinvestment, significant tenure sawastrengtheningofAmerica’sglobalcompetitivenessandrenewedU.S. to extendbroadbandaccess,freeupspectrum,andpreserveInternet freedom.His innovation, foster competition,andempowerconsumers,includingpioneeringinitiatives the FCC onbroadband,andsuccessfullypursuedpoliciestopromoteinvestment and June 2009toMay2013,aperiodofunprecedented progressinthesector.Hefocused Genachowski servedasChairmanoftheU.S. Federal CommunicationsCommissionfrom investments. where hewillconcentrate onglobaltechnology,mediaandtelecommunications The CarlyleGroup Julius Genachowski as “anildash”. Malcolm. Dashcanbefound onlineatdashes.comandonnearlyeverysocialnetwork Serious Eats,aJamesBeardAwardwinnerfor BestFoodBlog;Theyhaveayoungson, Dash livesinNewYorkCitywithhiswife AlainaBrowne,whoisgeneral managerof earlier careerfeatured rolesinthenewspaperandmusicindustries. and helpedguidethecompanyinto beingtheworld’sleadingbloggingcompany.His technology companySixApart(nowSAY Media),wherehejoinedasthefirstemployee Dash’s earliercareerinvolvedaseminalroleasChiefEvangelistatpioneeringblogging seven disrupters,”andGenachowskiwasnamedoneof in themediasectorand During thisperiod, and operated dozensofbusinessesincludingExpedia,Ticketmaster, andUSANetwork. helped buildamajorInternet andmediacompany,IAC/InterActiveCorp, whichowned In overadecadeintheprivatesectorpriortohisFCC appointment, Genachowski people innewmedia. Schools. HejoinedTheCarlyleGroupinJanuary2014asaManagingDirector, at theAspenInstituteandtaught ajoint courseatHarvardLawandBusiness In boththeprivatesectorandingovernment, JuliusGenachowskihasbeen During mostoftheTaskForcedeliberations, GenachowskiwasSeniorFellow recognized asaboldandaccomplishedleaderintechnology,media telecommunications. Business Week Rolling Stone namedGenachowskioneof25“managerstowatch” listedhimasoneof“100peoplechanging Forbes’ sevenmostpowerful Wired magazine’s“top 66/5/14 7:59AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:59 AM Anniversary of the liberation Anniversary th governments and non-governmental organizations to foster understanding to foster organizations and non-governmental governments Facebook’s innovative technology. and support for she manages the company’s global public policy strategy, working with global public policy strategy, she manages the company’s Marne joined Facebook from the Obama Administration, where she served from the Obama Administration, Marne joined Facebook Marne Levine is Vice President, Global Public Policy at Facebook. In this role, Global Public Policy at President, Marne Levine is Vice as Chief of Staff of the National Economic Council (NEC) at the White House and National Economic Council (NEC) at the as Chief of Staff of the with President Barack Obama. Genachowski has long advised President Obama on on Obama President has long advised Genachowski Obama. Barack President with Obama campaign’s the 2008 in developing instrumental and was issues, technology Obama’s and at President the son of immigrants, He is strategy. historic Internet delegation to the 65 the United States request led Marne Levine Facebook coordinate Economic Policy. In that role, she helped for to the President Special Assistant for economic policy and strategies of domestic and international the development she transition, During the presidential communicating these policies to stakeholders. of Treasury and as the Department Team for served as a member of the Agency Review Obama’s economic team. an advisor to President-elect Money, a new Revolution for Management Previously, Marne was Director of Product platform an online peer-to-peer payment network, where she helped launch payment issues. The company was successfully and managed its privacy and compliance Money, Marne was Director of Business sold to American Express. Prior to Revolution where she completed a competitive at Cibernet Corporation, and Strategy Development platform. payments a new mobile study for and feasibility assessment Larry Harvard University President served as Chief of Staff for Marne From 2001-2003, of the University with over the operations Summers. In this role, she helped manage budget. 14,000 employees and a $2.4 billion operating of Treasury under United States Department at the Marne began her career in 1993 where she held a number of leadership positions. As Deputy Bill Clinton President and strategic Banking and Finance, she was the principal Secretary for Assistant legislative advisor on domestic finance, consumer protection and community and of the Office of Legislative Affairs policy. She also served as Director development Public Liaison and as Deputy Director of Scheduling and Advance. and Marne holds a B.A. in political science and communications from Miami University an M.B.A. from the Harvard Business School. She is active in civic and philanthropic a non-profit that she served on the board of LIFT, organizations. From 2005-2008, all Americans, to combat poverty and expand opportunities for mobilizes college students Directors and was re-elected to the board in March 2013. She also serves on the Board of and the American Council on Women International, of the Urban Institute, Women for Germany. She resides in Washington, DC with her husband and two sons. of Auschwitz. 5 0 1

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1 0 6 a tripartiteprojectonconspicuous consumptionandgenderinvolvingfashion blogging, youth socialmediauseincollaboration withDr.danahboydatMicrosoftResearch; and Law andInformation PolicyatFordham LawSchool;long-termethnographic researchon include astudyofsexismand misogynisticspeechonlineconductedwiththeCenter for multi-year ethnography ofthe SanFrancisco techscene.Marwick’scurrent projects Communications andMediaStudies,FordhamUniversity Alice Marwick from theUniversityofWaikato, inhishomecountry ofNewZealand. Brendon isaCertifiedInformation PrivacyProfessional (CIPP)andholdsabusinessdegree privacy andriskmanagement consultingservices. years inEuropeandNorthAmericawithPricewaterhouseCooperswhereheprovided software maker, Watchfire.Priortoentering thesoftwareindustry,Brendonspent nine Before joiningMicrosoftin2004, Brendonledtheprivacyandrisksolutionsbusinessat presented byadvanceddataanalysis. the significant technological advancesonthehorizonandenormousopportunities societal andindividualprivacyneeds.Thisbalanceisparticularlypertinent todaygiven focuses onhowsocietycanbenefitfromtechnologyinnovationwhileaddressing Brendon isarecognizedexpertontheintersection ofprivacyandtrust.Hiswork profession throughnetworking,educationandcertification. 12,000 membersin78countries. TheIAPPhelpsdefine,supportandimprovetheprivacy Association ofPrivacyProfessionals (IAPP)anot-for-profit associationwithmorethan Brendon alsoservesasChairmanoftheBoardDirectorsInternational prioritizing responsibledatastewardship. Microsoft Brendon Lynch and Branding intheSocialMediaAge”(YaleUniversityPress2013),isbasedona more thanadecade,beenbuildingprivacyprotectionsinto itstechnologiesand Brendon LynchistheChiefPrivacyOfficerofMicrosoftCorporation, whereheis Alice MarwickistheCo-DirectorofMcGannonCenter for Communication consumption, andcelebrity.Herfirstbook,“StatusUpdate: Celebrity, Publicity Trustworthy ComputingatMicrosoft,thecompany’sprivacyprogram has,for Research atFordhamUniversity,anAssistant Professor ofCommunicationand responsible for allaspectsofMicrosoft’sprivacyprogram, includingcreating online identity andconsumerculturethroughlensesofprivacy,surveillance, communication andengagement withexternalstakeholders. Aspartof for LawandInformation PolicyatFordhamLawSchool.Herworkinvestigates Media StudiesatFordhamUniversity,andanacademicaffiliate attheCenter of privacyanddataprotectiontechnologiesfor customersandoverseeing and implementing privacypolicyacrossthecompany,influencingcreation 66/5/14 7:59AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:59 AM in The Guardian The and The New York Times, Wired Times, York New The through the bipartisan public affairs firm he founded, Mehlman Vogel firm he founded, public affairs through the bipartisan CEO Council as Executive Director of the Technology Castagnetti. Bruce serves and founding co-chairman of the Internet Innovation Alliance. co-chairman of the Internet and founding team. Prior to joining Google she was a consultant at McKinsey & Company, at McKinsey consultant team. Prior to joining Google she was a companies on new business where she served global telecommunications strategies around emerging technology. Masiello holds a BA in Computer around emerging technology. Masiello strategies public policy environment and trends likely to impact the global marketplace to impact the global marketplace and trends likely public policy environment heads up strategic planning and special projects for Google’s public policy planning and special projects for heads up strategic Science from Wellesley College, a MSc in Economics from Oxford where she was Economics from Oxford Science from Wellesley College, a MSc in Bruce Mehlman helps industry leaders understand, anticipate and navigate the and navigate the industry leaders understand, anticipate Bruce Mehlman helps Betsy Masiello is the Senior Manager for Global Public Policy at Google. Masiello Global Public Policy Betsy Masiello is the Senior Manager for Mehlman previously served as Assistant Secretary of Commerce for Technology Secretary of Commerce for Mehlman previously served as Assistant a Rhodes Scholar, and an SM from MIT’s Technology & Policy Program. addition to academic publications. Alice has a PhD from the Department of Media, Culture of Media, Culture from the Department Alice has a PhD academic publications. addition to of Washington and from the University University, a MA at New York and Communication Wellesley College. a BA from Betsy Masiello Google Pinterest and Tumblr. Marwick was previously a postdoctoral researcher in the Social in the researcher a postdoctoral was previously Marwick and Tumblr. Pinterest at presenter She is a frequent England. New Research at Microsoft Collective Media various aspects to the press about regularly speaks and industry conferences, academic for and has written of social media, Bruce Mehlman Inc. Mehlman Vogel Castagnetti, in Senate and confirmed by the U.S. Bush Policy, having been nominated by President closely with leaders from industry, universities May 2001. At Commerce Mehlman worked and users. Mehlman has also on issues impacting technology creators and government Cisco Systems, policy director at the as telecommunications policy counsel for worked Congressional counsel of the National Republican general House Republican Conference, attorney in a major Washington law firm. Committee and as a commercial litigation 7 0 1

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1 0 8 becoming afounding boardmemberof Peer-to-PeerUniversity(P2PU). organized thefirstopeneducation track attheiCommonsSummit,whichledto him foundations, wastheleadauthoronCapeTownOpenEducationDeclaration, and During hisfellowship, headvisedaHarvardBerkmanstudyonopensourcelicensingin fellowships, whereheexploredtheapplicationofopenprinciplestophilanthropy. Prior tojoiningMozilla,MarkwasawardedoneofthefirstShuttleworth Foundation digital journalism. Knight MozillaNewsTechnologyPartnership,whichseeks toreinvent thefutureof Mozilla Mark Surman reform issues. frequently requestedguestspeaker andcommentator oncurrent education institutions thataddresstheneedsofchildren.Ms.Pompa’sexpertisemakes hera She servesonanumberofnationalboardsandcommitteesfor awiderange of Development for theChildren’sDefense Fund. is alsotheformer DirectorofEducation,Adolescent PregnancyPrevention, andYouth in HoustonandasAssistant CommissioneroftheTexasEducationAgency.Ms.Pompa kindergarten teacherinSanAntonio. Shewent ontoserveasadistrictadministrator the NationalAssociationfor BilingualEducation.Ms.Pompabeganhercareerasa Affairs intheU.S. Department of Educationandtheformer ExecutiveDirectorof She istheformer DirectoroftheOfficeBilingualEducationandMinorityLanguages respond totheneedsofunderservedchildrenandtheirteachers. National CouncilofLaRaza Delia Pompa been especiallyinstrumental inhelpingacademicinstitutionsunderstandand In herroleasSeniorVice-President for Programs, DeliaPompaoverseesthe Open Badgesinitiative,launchedbytheUSSecretaryofEducation; andthe and nationalinternational organizations.Asaneducator,Ms.Pompahas A communityactivistandtechnologyexecutiveof20+years,Markcurrently work ofseveral divisions,CommunityDevelopment, Education,theInstitute Hispanic families andchildrenwithinleadinglocal,statefederal agencies Ms. Pompa’sworkhasfocused oncreatingnewresponsestotheneedsof for HispanicHealthandWorkforce Development. Throughouthercareer of Popcorn.js,whichWiredhascalledthefutureonlinevideo; the serves astheExecutiveDirectoratMozilla,makers ofFirefox andoneofthe education, journalismandfilmmaking.Markhasoverseenthe development the opentechnologyandethosofwebtotransform fieldssuchas largest socialenterprises intheworld.AtMozilla,heisfocused onusing 66/5/14 7:59AM / 5 / 1 4

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4 1 / 5 / 66/5/14 7:59 AM was known as the “Children’s Commissioner.” Tate was Chairman of the was known as the “Children’s Commissioner.” to America’s schools and connectivity $7B USF Fund overseeing E-rate libraries as well as other telecommunications funds. With Geena Davis, as well libraries (COP) and former U.S. Federal Communications Commissioner where she Communications Commissioner Federal U.S. (COP) and former Tate was Co-chair of the National Healthy Media Commission regarding Tate was Co-chair of the National Healthy Deborah Taylor Tate, Special Envoy to the ITU for Child Online Protection Special Envoy to the ITU for Taylor Tate, Deborah the impact of media on girls/women. She was a WTISD Laureate and has the impact of media on girls/women. She Deborah Taylor Tate Deborah Taylor COP United Nations ITU Special Envoy for Council regarding to UN organizations such as the Economic and Social spoken Union, Parliamentarians International Cybersecurity and Children as well as the Bush’s official Delegation to the World Telecom, WSIS and served on President and serves on numerous nonprofit Boards such as She advises 2007 WRC. the Community Foundation of Middle Common Sense Media, United Way and the of Renewal House, Chairman of Centerstone, Tennessee, was a Co-founder Research health provider and Centerstone nation’s largest community mental Institute. She serves on the Board of Healthstream, Inc, a leading provider of She regularly healthcare organizations. online learning and research solutions for and is affiliated with lectures and is published nationally and internationally Vanderbilt University School of Nursing and serves as Executive in Residence at Lipscomb University where she teaches Communications Law. A Distinguished Senior Scholar at the Free State Foundation and Vice-Chair, Minority and Media is a licensed Attorney, Telecommunications Council in Washington, DC, Tate on communications/media issues Consultant Rule 31 Mediator and Strategic with a special emphasis on children, privacy and women’s issues. From 2005 to 2008, Mark served as the founding Managing Director of telecentre. Director Managing the founding served as Mark 2005 to 2008, From around centres technology of community 1000s to connect $26M initiative org, a Research Development Canada’s International supported by Microsoft, the world Mark at telecentre.org, While Corporation. Development and the Swiss Centre, the keynote Society, provided on the Information first World Summit at the spoke of built a global network Summit, and Knowledge Partnership at the Global spanned over 25 countries. that computing centres community has designed and implemented Mark and social entrepreneur, As a consultant from of organizations ranging dozens projects for community-driven technology Progressive Communications Association for of Canada to the the Government more than $30M, authored two Congress. He has raised to the Canadian Labour and traveled written dozens of papers, at 100+ conferences, books, presented the place remains his favourite travels, Despite his to more than 40 countries. fireplace in his living room. armchair next to the University of History of Community Media from the Mark holds a BA in the widely. but travels He still lives in Toronto Toronto. 9 0 1

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1 1 0 of Lake Erie. musician, andhasbecomeadevoted Clevelandsportsfan sincehisarrivalontheshores Felton livesinShaker Heights withhiswife andtwodaughters, is anaccomplished currently pursuinghisPhDinManagerialLeadershipManagement atSimmonsCollege. Las VegasandhisMastersinLibrary SciencefromTheUniversityofHawaii,andis Felton earnedhisundergraduate degreeinpsychologyfromTheUniversity ofNevada- Director ofonethebestlibraries inthecountry. a page.Thirtyyearslater,theyoungpagehasmovedup library ranks tobecome District historywhenalibrarian noticedhisenthusiasm andencouraged himtobecome libraries. Atage13,hebecametheyoungestemployeeinLasVegas-ClarkCounty Library Felton isanativeofLasVegas,where,asyouth,hefirstdevelopedhispassionfor chair oftheCommunityandPublicParticipationSubcommittee. the PortAuthority’sWaterfront Development Plan.Soonafter,Feltonwasnamedthe downtown projects:TheMedicalMart/Convention Center, aCasino,FlatsEastBank,and Malls A,B,C, andPublicSquaretheirenvironsinthe context ofseveral significant Commission. TheCommissionwasbrought togethertocoordinatetheplanningof In Juneof2010,Feltonwasasked toserveonMayorFrank G. Jackson’sGroupPlan President oftheNevadaLibrary Association. Branch Servicesfor theLasVegas-ClarkCounty Library District inLasVegas,Nevadaand Prior toacceptingthepositionofDirectorCPL,FeltonservedasRegional century andmarket itsstatusasamajordowntown attraction. launched a“Downtown Destination”campaigntorepositiontheMainLibrary for the21st community deficitswithinnovativeprogramming andactionatallbranches. He hasalso future for Clevelandbybattlingthedigitaldivide, illiteracy, unemployment, and other Felton’s visionfor theLibrary isthatofastrongleaderindefiningmoreprosperous neighborhood branches open. reducing CPL’sbudgetbymillionswhilestillprovidingsuperiorserviceandkeeping all recession indecadesbyactivelyseekinginputfromthecommunity,andthen and datatoinform decisionmaking.FeltonalsohasguidedCPLthroughtheworst Cleveland PublicLibrary Felton Thomas,Jr. named a“TopInnovator”bytheUrbanLibraries Councilfor itsuseoftechnology Felton Thomas,Jr.wasappointed DirectoroftheClevelandPublicLibrary (CPL) During Felton’stenure,CPLhasmaintained its“FiveStar”statusandbeen in January2009.Sincethen,hehaspositionedCPLasacommunitydeficit areas oftechnology,educationandeconomicdevelopment. fighter andlaunchedinitiativesaimedataddressingcommunityneedsinthe 66/5/14 7:59AM / 5 / 1 4

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