Welcome to Jessie's Page~ 

 

May 23rd- Library Field Trip

Thursday May 22nd 5-6pm: Jackson Library

I have been meaning to visit this library for a while and am glad this assignment made me venture out beyond my comfort zone. I often study/use my laptop in the break-out space on the 1st floor in Wallenberg, since is a a somewhat central location for my routine this quarter. Jackson library is near by and has many resources that could enhance my studying process. I sat at one of the long wooden tables by the windows, which could have easily been in a conference room at a company. As part of the business school, it makes sense that this library has a very corproate feel. I really appreciated how it was incredibly quiet... this had deterred me from studying in other spaces in the past, such as Meyer Library. There was a lot of potential for learning in this space and I noticed there were several staffed information desks that are probably useful to people who are looking for additional resources. A significant portion of the first floor was devoted to computer space, divided up in separate cubicle-type areas.

 

Observations of different spaces:

Wall of magazines/current newspapers/books-- design was functional and artistic- the magazines were displayed in transparent plastic shelves as artwork on the wall, very bright and attractive/catches your attention

Computer area had a NASDAQ stock ticker

Group study rooms-- area where study groups can get together to discuss cases, or group projects

 

  

 

Dan - Interesting that you are the first person I've read to say that you appreciated it being so quiet!  I also liked your observation that the feeling of the library felt like the workspaces that many of the GSB graduates would be going into.  Where can a library help people prepare for their steps beyond school and where can a library force people out of their comfort zones? 

 

May 16th- DC Zoo

1. Content Development: It was interesting to see how much effort (research, travel, etc) goes into choosing/developing the content. I wonder how final content decisions are made and who has the final say? Do marketing and development teams weigh in as well?

2. Do Zoos have some sort of communication network to share best practices, or prevent overlap with regards to certain themes/exhibits?

3. School Programs: Is there a formal process for building a direct connection with schools and incorporating the activity guides into the school curriculum? Or is this process mainly initiated by the teachers?

4. "We know that 670 stories have been completed in the China conservation plaza and 513 in India. And our Web version has only been completed 85 times – a clear indication that we need to provide better access to it online."-- What are some strategies being used to increase online access/engagement?

 

only $10k for Ed Programs...

 

Field Trip: Intel Computer Clubhouse at EPA -- Monday, May 5th

As part of our project with Intel our group decided that a relevant field trip would be to visit the Intel Computer Clubhouse to observe how Intel has used technology to connect with and engage students during their after school time. We chose to visit the Center during the mid-afternoon (~430-530pm) in hopes to observe one of the more busier times. One of the staff members mentioned that they serve approximately 100 kids a day. The Boys and Girls Club consists of a large play area with toys and games, and off of that space is a hallway with individual rooms that house different areas-- the Intel Clubhouse, the Academic Department and the Learning Center.

 

 

The ICC is a room with about ~20 computers, arranged in groups of 3 with 2-3 students using each computer. The mission for the space is "to provide a create and safe after school learning environment where young people work with adult mentors to explore their own ideas, develop skills, and build confidence in themselves through the use of technology." I found it interesting that Intel created and posted a mission for the space and this might be something we incorporate into our project as well. Overall, the space was highly unsupervised, and Yesena, the staff member working in that room was mainly there to mediate disputes. She explained that typically the students work on projects in PhotoShop and other applications, however today they were understaffed so they were allowed to just play games. The kids were taking turns using the computers to check email, boys were mainly playing video games and the girls were playing on a site GaiaOnline.com. Alex Yamamoto, Director for the ICC, was not on site the day we visited and it might be worthwhile to visit the center again when he is there or even just connect with him to learn more about his goals and expectations of that space.

 

Typical schedule for the Boys and Girls Club:

- 210-230pm: Kids arrive and have a snack

- 230-345pm: Power Hour- students work on homework for an hour and receive help from staff/tutors

- 4-6pm: Program time- students in the ICC work on projects in PhotoShop and other applications

 

                

 

Off the main room of the ICC there were several designated areas for different activities-- Music studio, Digital studio, Web Design and Graphic Design. During our brainstorming sessions we also considered having different areas in the Community Center to allow space for smaller groups to work on different tasks. Older students seemed to be utilizing those rooms to work on different projects but the younger students remained in the main computer lab area. The field trip was useful as it allowed us to observe how Intel has designed and created a technology-focused space to engage students. Our group can use some of the learnings and observations from this visit when thinking about designing the Community Center in Tamil Nadu. A key observation for me was to see how informal the learning process was within the space. The environment was very free flowing and unsupervised, which will likely be the case in India as well. In terms of our project, we must think about how the space will facilitate learning without supervision/structure. We should design the space so that it encourages users to utilize the various areas and think about how they can build their skills and learn more by visiting the Community Center.

 

Dan - Thanks for sharing the Intel clubhouse here.  I liked your reaction about how informal the process was there and how a space can 'facilitate learning without supervision/structure'.  I hope this is one of the themes that makes its way into your work fon the Intel/India project.  Building on this, how much of the work that goes on there is directed by a staff person and how much is student-led or organized?  How do students think of ideas for the kinds of projects they might do in the ICC?

 

 Free Write #2- What have you learned in graduate school? How do you know that?

1. Ability to consume research/data wisely and analyze/process/critique content

During fall quarter I had the opportunity to take Intro to Qualitative Research Methods with Denise Pope which has been one of my favorite classes at Stanford. Prior to that course I had relatively little knowledge of qualitative research and ethnographic studies. Through that class I worked with a group of classmates to apply the learnings/theories of qualitative study to our own research project. After taking that course I now have a better understanding of the components of an ethnographic study and have been able to apply those learnings to research reports I have read for other courses. In addition, through readings and discussions in other courses I have improved my ability to analyze and critique various bodies of work. I believe I have improved my ability to process content and extract key details from articles.

 

2. At some point I'll figure out what I want to be when I grow up...I am getting closer

Through graduate school I have learned so much about the field of education, including the intricacies of the different forms (ex. charter schools) as well as countless examples of reforms efforts that have and have not worked with regards to improving the public school system. I know I am getting closer to figuring out what the next step in my journey is because I have gained insight through seminars, lectures and conversations with peers about opportunities to work with under-served communities, both in the Bay Area and in the developing world. I have a better sense of my short-term goals (for the next couple years) that will keep me moving on the right path towards longer-term aspirations.

 

3. I have learned how to read and write basic Punjabi, the language of the Northern Indian state of Punjab. Prior to coming to Stanford I had never taken a formal Punjabi class and my language skills were mainly built off conversations and listening to various family members. Through the special language course I have had the opportunity to learn basic reading and writing skills as well and further my knowledge of the history and culture of that region. This experience is a refreshing break from all the reading/analysis of my other courses and satisfies my desire to learn more about different cultures and languages.

 

Ashley: Hey Jessie! I can relate to what you've learned in grad school--especially the second point. Above all, this master's program has given me meaningful direction for the next years and a vision of where I could go in the long-term future. :)

 

It's really neat that you have been taking a special language course! Have you done education work in India by any chance? If you have, I'd love to talk to you about it. I was in Andhra Pradesh this summer working at a children's home and am anxious to go back.

 

 

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Reflection on class- 4/11/08:

I really enjoyed the activity with the Rodin sculptures which made me realize how often I pass through my day and miss opportunities to learn. The timing of this lesson was especially important because as this is my last quarter at Stanford I have promised myself to make a point to learn as much as possible from every class, every interaction, every conversation. Even in the short time since our class met yesterday I have already started to observe and analyze simple, everyday locations from a new perspective. It's amazing how small adjustments and insights can truly change how one sees the world... this is exactly the type of knowledge I want to take away from my graduate school experience.

 

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Free write #1: What are your goals for graduate school? What are your goals for this class? How do you see them intersecting?

 

I contemplated returning to graduate school for several years and am pleased that I finally made the decision to participate in the POLS Program. My goals during the past couple quarters have been to broaden and deepen my understanding of the field of education. While I have had the opportunity to teach internationally I came into this Masters program with very little formal understanding of the school system in the US. One of my goals has been to learn more about the opportunities available in the field of education to help make a career transition from technology into the world of education non-profits. Some of the most rewarding and intellectual experiences so far have been direct conversations with different people at Stanford. I am constantly impressed by the quality and diversity of the students I meet on campus and much of my learning has been through those relationships, beyond the work I have done in my classes.

 

Overall goals for graduate school:

- Improve my understanding of what strategies successful schools employ to produce high student achievement

- Expand my knowledge of how technology is being used to improve student learning both in the US and in the developing world

- Gain insight into how students learn and what contributes to the issues faced by failing schools

- Meet and share ideas with like minded people who are passionate about improving educational opportunities for all students

- Learn more about educational non-profits and which entrepreneurial ventures have been effective/successful

- Create opportunities for me to do education-related work in the developing world

 

I was drawn to this course to not only learn more about how creativity and innovation is explicitly used to foster learning, but to also participate in a class that will allow me to apply and further develop my own creative abilities. I am glad there is a practical component where I will have the opportunity to work directly with a partner in order to create an actual design plan. I am also interested in the concept of 'missed opportunities' and learning more about how existing learning spaces could be better utilized and improved. I think this class incorporates some of my overall goals by creating opportunities to work in small groups with people outside the POLS program on education/learning related projects. In addition, I hope the work for this course will touch upon the use of technology in educational environments to improve opportunities for learning.

 

Dan Thanks for sharing so much here, I hope that the community we are creating in this class supports your own path.  With your background in technology I'd encourage you to challenge all of us to think big when it comes to the technological component of space.  I feel very strongly that the biggest challenges are developing the visions of the way we want learning to be.  So so so much is possible with the tools that are available to us now and some in the education community dismiss them so casually. 

 

Andrew  I love what you say about the power of meeting such a diverse and interesting group of people here at Stanford.  I have had the same experience and have been blown away by the quality of the people and the diversity of their experiences.  It really is the conversations both in the classroom and outside the classroom that have left me inspired.  I am glad that you talked about developing your own creative abilities.  While I had not stated that explicitly, your words really resonated with me.  While I might have been somewhat "creative" in some classes, I havev been rather bound by the constraints of two ggraduate schools and traditional academia.  Finally, thanks for helping me see that I can change the font on the wiki.

 

Paitra- Thank you for sharing your goals and interests. I really like how you talked about getting to know other people in other areas, that is an area I would like to work on too and feel this class has that potential.  Mybe we can push each other to explore other groups outside of our POLS cohort.

 

Jim- Jessie, what a cool intro. Its clear we have a lot in common, and I'd like to learn more about your work in the developing world. I hope we can bring in some examples of innovative learning spaces from these contexts to show that innovative learning space design is not only for the rich/privileged.  More importantly that there can be an exchange of ideas that can help students and teachers in both contexts. Lets work on that.

 

Annie A- Hi Jessie!  I can relate to a lot of what you said.  My interest in the education masters program is also in the field of non-profits and a interest in developing world issues.  I also feel that some of my greatest learnings have come from my classmates.  My greatest learnings in "Designing Learning Spaces" last year was how to bring creativity and innovation into our design solutions for the class partners.  So I hope that this class also helps you to achieve many of your learning goals!