On 07/27/2014,
in disruption, education technology, future, game-changing environment, Learning from the Living [Class] Room, MBA, MOOCs -- Massive Open Online Courses, streams of content, vision/possibilities,
by Daniel Christian
From DSC:
A paraphrased excerpt:
When I watch my teenagers do their math, they use their laptops, smartphones (to text their friends), and they watch YouTube videos to explain how to do the problems.
This statement made me reflect on the vision that I’m pursuing re: the use of second screen apps in learning as it relates to Learning from the Living [Class] Room.
The video was interesting to watch, and the topic grabbed my eye — i.e., will MOOCs impact MBA programs and if so, what might the potential scenarios look like?
I appreciated the excellent example of peering into the future, developing some scenarios, and planning for those scenarios NOW.
Also see:
- Would graduate school work better if you never graduated from it? — from thechronicle.com by Steve Kolowich
Excerpt:
Learning continues long after college ends. What if being enrolled in college was also a lifelong condition?
That is how Christian Terwiesch, a professor at the University of Pennsylvania’s Wharton School, thinks graduate business programs might work in the future.
He and a colleague, Karl T. Ulrich, vice dean of innovation at Wharton, have published a paper on how the ascent of short video lectures—the kind popularized by massive open online courses and Khan Academy—might change the cost and structure of top business programs like Wharton’s. The short answer is that they probably won’t, at least not anytime soon.
…
The business school eventually might have to provide chunks of its curriculum on demand over a student’s whole career, he said, rather than during a two-year stretch at the beginning.
From DSC:
I like that question — Would graduate school work better if you never graduated from it? — as it speaks to me of tapping into the streams of content that are constantly flowing by us now…and doing so throughout our lifetimes. That’s one possible scenario for the delivery mechanism for some of our educational programs in the future.
On 07/21/2014,
in 21st century, 24x7x365 access, A/V -- audio/visual, adult learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, cloud-based computing / apps / other cloud-related, collaboration, communities of practice, convergence, corporate / business world, corporate universities / corporate training, cost of getting a degree, dangers of the status quo, Daniel S. Christian, data related items, digital learning, digital storytelling, digital textbooks, digital video, disruption, distance education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, future of higher education, game-changing environment, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), IBM, ideas, innovation, intelligent systems, intelligent tutoring, interactivity, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning spaces, lifelong learning, machine-to-machine communications, mirroring and/or multiple devices, mobile learning, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, new business models, new media literacies, online learning, online tutoring, participation, personalized/customized learning, platforms, second screen apps, social learning / networks, streams of content, student-related, technologies for your home, telecommunications, television, training / L&D, trends, TVs, ubiquitous learning, user experience (UX), videoconferencing, web-based collaboration,
by Daniel Christian
C-Suite TV debuts, offers advice for the boardroom — from streamingmedia.com by Troy Dreier
Business leaders now have an on-demand video network to call their own, thanks to one Bloomberg host’s online venture.
Excerpt:
Bringing some business acumen to the world of online video, C-Suite TV is launching today. Created by Bloomberg TV host and author Jeffrey Hayzlett, the on-demand video network offers interviews with and shows about business execs. It promises inside information on business trends and the discussions taking place in the biggest boardrooms.
The Future of TV is here for the C-Suite — from hayzlett.com by Jeffrey Hayzlett
Excerpt:
Rather than wait for networks or try and gain traction through the thousands of cat videos, we went out and built our own network.
See also:
- Mind your own business
From the About page:
C-Suite TV is a web-based digital on-demand business channel featuring interviews and shows with business executives, thought leaders, authors and celebrities providing news and information for business leaders. C-Suite TV is your go-to resource to find out the inside track on trends and discussions taking place in businesses today. This online channel will be home to such shows as C-Suite with Jeffrey Hayzlett, MYOB – Mind Your Own Business and Bestseller TV with more shows to come.
From DSC:
The above items took me back to the concept of Learning from the Living [Class] Room.
Many of the following bullet points are already happening — but what I’m trying to influence/suggest is to bring all of them together in a powerful, global, 24 x 7 x 365, learning ecosystem:
- When our “TVs” become more interactive…
- When our mobile devices act as second screens and when second screen-based apps are numerous…
- When discussion boards, forums, social media, assignments, assessments, and videoconferencing capabilities are embedded into our Smart/Connected TVs and are also available via our mobile devices…
- When education is available 24 x 7 x 365…
- When even the C-Suite taps into such platforms…
- When education and entertainment are co-mingled…
- When team-based educational content creation and delivery are mainstream…
- When self-selecting Communities of Practice thrive online…
- When Learning Hubs combine the best of both worlds (online and face-to-face)…
- When Artificial Intelligence, powerful cognitive computing capabilities (i.e., IBM’s Watson), and robust reporting mechanisms are integrated into the backends…
- When lifelong learners have their own cloud-based profiles…
- When learners can use their “TVs” to tap into interactive, multimedia-based streams of content of their choice…
- When recommendation engines are offered not just at Netflix but also at educationally-oriented sites…
- When online tutoring and intelligent tutoring really take off…
…then I’d say we’ll have a powerful, engaging, responsive, global education platform.
![The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV](http://danielschristian.com/learning-ecosystems/wp-content/uploads/2012/07/The-Living-Class-Room-Daniel-S-Christian-July-2012.jpg)
On 07/18/2014,
in Daniel S. Christian, education reform, education technology, educational games / serious games, ideas, innovation, K-12 related, learning, learning ecosystem, learning hubs & pods & microschooling, learning spaces, lifelong learning, love of learning, more voice more choice more control, participation, passions, pedagogy, play, student-related,
by Daniel Christian
California school integrates play with learning — from pbs.org
Excerpts:
STUDENT: I really like school now. Like, I’m actually psyched to come.
STUDENT: It just makes me feel good.
STUDENT: I wake up every morning and I’m just like, yes.
APRIL BROWN: These students have been taking part in a new experiment in educational innovation known as the PlayMaker School. PlayMaker is, thus far, only for sixth graders who attend the private K-12 New Roads school in Santa Monica, California. You won’t find desks, seating charts or even a normal grading system in their classroom.
…
APRIL BROWN: And, if nothing else, they have figured out how to make kids like Isaac Prevatt look forward to school.
ISAAC PREVATT, Student: At my old school, I dreaded it every single day. I really just didn’t like it. You know, I would fake stomach aches. I have not faked any sicknesses this year.
From DSC:
Tony Wagner’s recent keynote mentions the importance of play, passion, and purpose in education. There’s engagement here. There’s focus here. There might even be a love of learning here — but at least a liking to learn and a stronger sense of actually enjoying learning about something.
I have it that we need to create learning environments and pedagogies that cultivate situations whereby students at least like to learn.
Why?
Because most of us are now required to be lifelong learners in order to remain marketable. (I could also address the love of learning for its own sake, as there’s huge value just in that as well.)
If a student drops out of high school or if they make it through college but end up hating school, those negative experiences that they associate with learning may prove to be obstacles to overcome for them. They may not want to go back to a learning environment again. They may have a “bad taste in their mouth” about education/learning. Becoming a lifelong learner may sound more like a prison sentence to them.
So I celebrate the above approach and experimentation with pedagogy. Hearing the excitement in the students’ voices and words is simply excellent. (I wonder if we’re hearing that sort of excitement from them taking all of these standardized tests…?)
I could also relate to the part of the video where one of the teachers said that the students were very uncomfortable with this type of learning environment — that they just wanted to be told what to do. Where’s my test?! I just want to be told what to do and to take tests.
Many of our students may not like open/unanswered questions or “less structured” activities and learning environments. But such experimentation could easily help them with their creativity and with developing more innovative thinking. The work world won’t always tell them each step to take on something; the “tests” will be found in how they can problem solve and if they can think critically, innovatively.
With thanks to Jim Lerman for his Scoop on this.
.
Also see:
.
On 07/10/2014,
in cloud-based computing / apps / other cloud-related, collaboration, education technology, Google, K-12 related, tools, vendors, web-based collaboration,
by Daniel Christian
New: Google Launched Google Educator Groups (Great Learning Platform for Teachers) | June 11, 2014 — from educatorstechnology.com
Excerpt:
Google Educator Groups (GEGs) is a new project launched by Google [on June 10, 2014]. This project aims at bringing the benefits of technology to schools, classrooms and communities across the world through the collaborative work of a community of passionate educators. GEGs is a place where educators, principals, school administrators, professors, teachers, students, and anyone else interested in using Google Products to help people learn , get to meet and collaborate with each other .
Google Art Project
Massive online global collection makes art accesible to all
The Chromebook vs. iPad Debate | Technology in Music Education — from techinmusiced.wordpress.com by Christopher Russell
OPINION: Why We Are Misunderstanding the Chromebook-iPad Debate — from edsurge.com by Tim Holt
A variety of postings at edudemic.com re: Chromebooks
A variety of postings at GettingSmart.com re: Chromebooks
A variety of postings at KQED.org (Mind/Shift) re: Chromebooks
Chromebooks & Chromeboxes for education — from google.com
New Excellent Google Drive Guide for Teachers and Students — from educatorstechnology.com | June 16, 2014
Excerpt:
I don’t want you to miss this wonderful resource on how to be a Google Drive master. This is basically a Google Doc that features a plethora of video tutorials and activities related to each tool in Google Drive. The main objectives of this guide is to help teachers and students leverage the power of Google Drive tool in education. It provides them with video tutorials covering each of the Drive applications ( Google Doc, Presentation, Drawing, and Google Forms ) and with each of these videos is an attached activity that should be completed to show mastery of the topic under discussion. I have spent sometime going through these tutorials and activities and I found them really helpful. All thanks go back to Vicki Davis through whom I learned about this resource ( by the way Vicki has recently published a new book entitled ” Reinventing Writing: The 9 Tools That Are Changing Writing, Teaching, and Learning Forever“
Here is a round-up of all the video tutorials included in this guide, you can also check the entire guide from this link.
From DSC:
Personally, I would also recommend to anyone out there considering a rollout of Chromebooks to set up some Google Alerts. You could use such words/phrases as “Google Apps For Education,” “GAFE,” “Chromebooks,” “rollouts,” plus any other keywords that you are interested in.
Addendums:
- A Response to Joshua Kim’s ‘3 Reasons Why Chromebook Beats iPad in 1:1 Programs’ — from edsurge.com by Tim Holt
- http://www.scoop.it/t/chromebook-for-education
- The RSS feed for the Chrome Show
On 06/29/2014,
in Apple, Augmented Reality (AR), Daniel S. Christian, education technology, ideas, library / librarians, machine-to-machine communications,
by Daniel Christian
On 06/24/2014,
in cloud-based computing / apps / other cloud-related, collaboration, education technology, higher education, innovation, IT in HE, tools, web-based collaboration,
by Daniel Christian
Excerpt:
Here are 10 companies that are making waves in the education sector with products in the cloud that impact both the frontend and backend of institutions.
On 06/24/2014,
in Apple, business, corporate / business world, Daniel S. Christian, education technology, ethics, funding / grants, K-12 related, MBA, reinvent, society, staying relevant, student-related, workplace,
by Daniel Christian
The most extraordinary speech ever by a graduating MBA — from LinkedIn.com by John Byrne
Excerpt (emphasis DSC):
Gerald spoke movingly about a near-death experience with armed gunmen in his hometown of Dallas, and how that changed his life forever. “A strange thing happened as I accepted that I was about to die: I stopped being afraid.” He then decided to “give my life to a cause greater than myself.”
After arriving at Harvard Business School from Yale, Gerald said that HBS “changed who we were; it reminded us who we could be. It reminded us that we didn’t have to wait until we were rich or powerful, or until we actually knew finance, to make a difference. We could act right now.”
With three classmates, Casey founded a non-profit, MBAs Across America, which is a movement of MBAs and entrepreneurs working together to revitalize America. “We saw the signs for hope in entrepreneurs who were on the front lines of change. They showed us that the new ‘bottom line’ in business is the impact you have on your community and the world around you — that no amount of profit could make up for purpose.”
See also:
From DSC:
Though the use of the word “ever” in John Byrne’s posting on LinkedIn.com may be a stretch for some, Casey Gerald did give an incredibly powerful, deep, well-articulated message at Harvard Business School’s 2014 Commencement.
I really appreciated what Casey was getting at — a higher calling for business. A higher calling for one’s life. If it’s only about making a living — vs making a life and a contribution — it comes up short. We can do better. Businesses can do better. Wall Street can do better. With corporations sitting on a trillion+ dollars, how might those massive resources be put towards helping society at large? Here are 2 ideas:
- Don’t lay people off so quickly. Take some of those funds and use them to retrain/reinvent people. Keep America’s households running. Help keep peoples’ skillsets relevant, and help keep people employed. Better yet, do this now for those people that you know you will be replacing in the future with algorithms and/or with robotics.
. - Fund/outfit educational institutions. For example, it would benefit society greatly if the large tech companies would outfit the K-12 classrooms across the country (yes, I’m mainly thinking of you Apple, Google, & Cisco). Many districts are struggling to implement ed tech and this would be of huge service to the country.
See also:
On 06/24/2014,
in adult learning, education technology, ideas, innovation, multimedia, new media literacies, online learning, online media, podcasting, teaching & learning, tools,
by Daniel Christian
Graduate School 2.0: Three ways to put technology to work for graduate student success — from evolllution.com by Susan Aldridge | President of Drexel University Online, Drexel University
Excerpt (emphasis DSC):
Podcasting and Vodcasting
Although these digital techniques are becoming a popular enhancement for “flipping” classrooms and furnishing supplemental course materials, they’re also a great way to teach professional skills. For example, Karl Okomoto created LawMeets, an online moot court experience for budding transactional attorneys who, up until now, have been expected to learn the art of negotiation by reading textbooks and listening to lectures.
As a result, law students across the country can now use this unique virtual platform to practice and perfect their deal-making skills, by posting videos of themselves counseling their moot clients, which are peer-reviewed through a digital voting device. Top-rated performances are then critiqued by seasoned attorneys, who furnish a demonstration video of their own. Equally important, professors in other law schools are incorporating these online exercises into their own classroom activities, with excellent results, while Okomoto is making plans to deploy his platform for role-playing job interviews and salary negotiations.
By the same token, an inventive cardiologist and professor at the Temple University School of Medicine employed podcast technology to help students learn how to listen for heart murmurs. Appropriately called Heartsongs, this MP3 teaching tool provides audio recordings of common murmurs, complete with running commentary — and, so far, its track record is nothing short of amazing. Among the medical students and residents using it, diagnostic accuracy rates have skyrocketed to 90 percent compared to the average of 20 to 30 percent.
On 06/12/2014,
in creativity, digital audio, digital learning, digital storytelling, digital textbooks, digital video, education, education technology, educational games / serious games, engagement / engaging students, ideas, innovation, interactivity, K-12 related, learning, learning ecosystem, story, storytelling, transmedia,
by Daniel Christian
Transmedia and education: How transmedia is changing the way we learn — from thedigitalshift.com by
From
Excerpt:
Transmedia, a broad descriptive word that literally translated means “across media” and encompasses many strategies that transverse industries, is generally regarded as the use of multiple media platforms to tell a story or story experience. Though the word “transmedia” is thought to have entertainment franchise origins, its adaptation for education purposes is both valuable and becoming more and more common. While teachers like Sansing are using coding and programming in their language arts instruction, others are taking advantage of increasingly sophisticated apps and interactive media for classroom use.
Also see:
- The Science of Storytelling [Infographic] The chemical and psychological makeup of our minds affects how we consume content: Our brains are wired to connect with compelling stories.
On 06/03/2014,
in Daniel S. Christian, digital learning, education technology, educational games / serious games, elearning, emerging technologies, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, innovation, passions, personalized/customized learning, streams of content, technologies for your home, telecommunications, television, TVs,
by Daniel Christian
Goodbye, TV Channels—And Hello, TV Apps — from readwrite.com by Adriana Lee
How a small change in language represents a universal shift in the television experience.
Excerpt (emphasis DSC):
But television is evolving. Increasingly, it’s all about the apps now—browsable, downloadable, interactive TV applications. You can thank the swelling ranks of streaming services and devices for that.
The software applications they’re delivering to our living rooms are growing in number and prominence. And they’re starting to eclipse the passive, one-way broadcasts we once fought over for two-way, interactive experiences that let you share democratically among multiple users (née viewers) across mobile devices and computers.
…
According to research firm NPD Group, the smart television business has begun to boom. In the beginning of 2013, there were 140 million Internet-ready TVs in American homes. By 2015, it will grow 44 percent, to 202 million. And by that time, nearly two-thirds of them will actually be connected to the Internet, compared to just 56 percent now.
…
How they connect is important. When it comes to television, “apps” are where it’s at, not ye olde “TV channels.” It’s just a shift in language, true—but it’s also a shift in thinking.
In a multi-screen future, phones don’t control TVs, TVs control phones — from foxnews.com by Alex Tretbar
Excerpt:
Right now, most “second-screen” usage is more distracting than it is enriching, but that’s about to change. Soon your tablet will spring to life when you tune into your favorite show, and you’ll have more opportunities than ever to engage. The million-dollar buzzword here is Automatic Content Recognition, or ACR. But, before we get too far into that, let’s start at the beginning: the screen itself.
…
Navin wants his apps to automatically deliver content viewers might otherwise seek out manually. This might mean recommendations, related video, social-media discussions, or even a simple plot synopsis.
What television will look like in 2025, according to Netflix — from wired.com by Issie Lapowsky
Excerpts:
People have traditionally discovered new shows by tuning into the channels that were most aligned with their interests. Love news? Then CNN might be the channel for you. If it’s children’s programming you want, Nickelodeon has you covered. And yet, none of these channels can serve 100 percent of their customers what they want to watch 100 percent of the time.
According to Hunt, this will change with internet TV. He said Netflix is now working to perfect its personalization technology to the point where users will no longer have to choose what they want to watch from a grid of shows and movies. Instead, the recommendation engine will be so finely tuned that it will show users “one or two suggestions that perfectly fit what they want to watch now.”
“I think this vision is possible,” Hunt said. “We’ve come a long way towards it, and we have a ways to go still.” He said Netflix is now devoting as much time and energy to building out that personalization technology as the company put into building the infrastructure for delivering that content in the first place.
…
“The stories we watch today are not your parents’ TV,” Hunt said, “and the stories your kids watch in 2025 will blow your mind away.”
And by the year 2025, he told his audience, everyone will own a smart TV.
TV transformed by smart thinking — from theaustralian.com.au/ by
Excerpt:
As LG puts it, your apps to the right of the cards are “the future” — what you will watch, while the display of your recently used apps, to the left of the cards, is “the past” — so the launcher is an amalgam of your past, present and future viewing activity
From DSC:
“…everyone will own a smart TV by 2025.” Well, maybe not everyone, but many of us will have access to these Internet-connected “TV’s” (if they are even called TV’s at that point).
I hope that Netflix will license those personalization technologies to other vendors or, if not, that some other vendor will create them for educationally-related purposes.
Can you imagine a personalization engine — focused on education and/or training — that could provide the scaffolding necessary for learning about many topics? i.e. digital playlists of learning. Streams of content focused on education. Such engines would remember where you left off and what you still need to review…what you have mastered and what you are still struggling with…what you enjoy learning about…your learning preferences…and more.
Addendum:
How Samsung is enabling the future of social TV — from lostremote.com by Natan Edelsburg
On 06/01/2014,
in Augmented Reality (AR), digital learning, education, education technology, emerging technologies, engagement / engaging students, Google, ideas, innovation, teaching & learning,
by Daniel Christian
Augmented Reality: 32 resources about using it in education — from mediaspecialistsguide.blogspot.com by Julie Greller
Excerpt:
According to Webster’s Dictionary, augmented reality is “an enhanced version of reality created by the use of technology to overlay digital information on an image of something being viewed through a device (as a smartphone camera); also : the technology used to create augmented reality.” Think of it as a type of virtual reality, using the computer to copy your world. You are probably familiar with a tool created by Google which falls into this category: Google Glass. Although augmented reality has existed for a long time, we as teachers are only now grasping how to use it in the classroom. Let’s take a look below.
On 05/28/2014,
in blended learning, Daniel S. Christian, digital learning, education technology, experimentation, higher education, hybrid learning, innovation, learning, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, lifelong learning, MOOCs -- Massive Open Online Courses, multimedia, new business models, new media literacies, online learning, teaching & learning, Uncategorized, user experience (UX), using teams,
by Daniel Christian
Harvard MOOCs up ante on production quality — from educationnews.org by Grace Smith
Excerpt (emphasis DSC):
It’s called HarvardX, a program begun two years ago, that films professors who are creating lessons that act as an adjunct to their coursework. The catch is, the production value is equally proportioned to the subject matter. The underproduced in-class lecture being filmed by a camera at the back of the lecture hall is being updated, in a big way.
Two video studios, 30 employees, producers, editors, videographers, composers, animators, typographers, and even a performance coach, make HarvardX a far cry from a talking head sort of online class.
The Harvard idea is to produce excellent videos, on subject matters that might be difficult to pull off in a lecture hall or class. Then, to bring these videos into the class for enrichment purposes. An example is Ulrich’s online class, “Tangible Things”.
Also see:
Sea change of technology: Education — from the Harvard Gazette, Christina Pazzanese, May 26, 2014
Excerpt (emphasis DSC):
After centuries of relative torpor, technology breakthroughs have begun to reshape teaching and learning in ways that have prompted paradigm shifts around pedagogy, assessment, and scholarly research, and have upended assumptions of how and where learning takes place, the student-teacher dynamic, the functions of libraries and museums, and the changing role of scholars as creators and curators of knowledge.
“There are massive changes happening right now,” said Robert A. Lue, the Richard L. Menschel Faculty Director of the Derek Bok Center for Teaching and Learning and faculty director of HarvardX (harvardx.harvard.edu). “What has brought it into particularly tight focus now is that the revolution in online education has raised a whole host of very important questions about: What do students do with faculty face-to-face; what is the value of the brick-and-mortar experience; and how does technology in general really support teaching and learning in exciting, new ways? It’s been a major catalyst, if you will, for a reconsideration of how we teach in the classroom.”
…
Classrooms of the future are likely to resemble the laboratory or studio model, as more disciplines abandon the passive lecture and seminar formats for dynamic, practice-based learning, Harvard academicians say.
“There’s a move away from using the amphitheater as a learning space … toward a room that looks more like a studio where students sit in groups around tables, and the focus is on them, not on the instructor, and the instructor becomes more the ‘guide outside’ rather than the ‘sage onstage,’ facilitating the learning process rather than simply teaching and hoping people will learn,” said Eric Mazur, Balkanski Professor of Physics and Applied Physics at the Harvard School of Engineering and Applied Sciences.
It’s a shift that’s changing teaching in the humanities as well. “It’s a project-based model where students learn by actually being engaged in a collaborative, team-based experience of actually creating original scholarship, developing a small piece of a larger mosaic — getting their hands dirty, working with digital media tools, making arguments in video, doing ethnographic work,” said Jeffrey Schnapp, founder and faculty director of metaLAB (at) Harvard, an arts and humanities research and teaching unit of the Berkman Center for Internet & Society.
From DSC:
HarvardX is a great example of using teams to create and deliver learning experiences.
Also, the “Sea change…” article reminded me of the concept of learning hubs — whereby some of the content is face-to-face around a physical table, and whereby some of the content is electronic (either being created by the students or being consumed/reviewed by the students). I also appreciated the work that Jeff Schnapp is doing to increase students’ new media literacy skills.
On 05/27/2014,
in education, education reform, education technology, emerging technologies, engagement / engaging students, engineering, experimentation, global / globalization, human-computer interaction (HCI), ideas, innovation, learning, learning ecosystem, learning hubs & pods & microschooling, project-based learning, real-world assignments, research, robotics, science, student-related, youth,
by Daniel Christian
Excerpt (emphasis DSC — with thanks to Mr. Joe Byerwalter for this resource):
What is the future of learning? FIRST® LEGO® League teams will find the answers. In the 2014 FLL WORLD CLASS? Challenge, over 230,000 children ages 9 to 16* from over 70 countries will redesign how we gather knowledge and skills in the 21st century. Teams will teach adults about the ways that kids need and want to learn. Get ready for a whole new class – FLL WORLD CLASSSM!
FLL challenges kids to think like scientists and engineers. During FLL WORLD CLASSSM, teams will build, test, and program an autonomous robot using LEGO MINDSTORMS® to solve a set of missions in the Robot Game. They will also choose and solve a real-world question in the Project. Throughout their experience, teams will operate under FLL’s signature set of Core Values.
*9-14 in the US, Canada, and Mexico