Over the last few weeks, I have been working on a Skills Label for primary education. These labels bridge with the mainstream ones, so the whole process of finding and using the learning labels starts earlier. Now, the learning labels effectively work with K-12 education, higher education, and early career training.
Through the process, I built labels for projects, games, and activities targeting STEM, STEAM, and basic skill development. It is exciting to see all the resources available for younger students. Some might seem surprising because they target what seems are mature skills, like learning to be an entrepreneur. And there are far better science projects – like creating a motorized LEGO object.
All of this is great for the students who have the ability, time and resources to participate in these projects. Not all students are prepared for these learning experiences, and it seems educators are still exploring how to incorporate this type of learning in the classroom. But, coming from a growth mindset – Skills Culture, I think students feel if they put the time and effort into acquiring skills, they should be able to acquire them.
Perhaps the biggest barriers are providing awareness what resources exist (many are free), motivating students to try them, and giving student the time they need. What is exciting is after students follow the instructions and complete the project – setting off a rocket, creating a business, or building a robot – they start to ask questions, such as: “How can I make a rocket fly higher and farther?”; “Can I actually sell my graphics and make money online?”; and “How do I get a robot to do a particular task?”.
This exploration in applied learning is plausible. Students have the opportunity to see what skills they might want to continue working on, perhaps even as a possible career. (This might also address the dismal high school engagement, or provide alternative paths to a job.)
Some of the other observations I had:
For many of the projects and games, there is a fair amount of information regarding what is being learned. But, it is all in a narrative. If you are an interested parent or teacher, you are going to have to read paragraphs discussing all the knowledge learned in a project. This learning summation is not precise and has a different format and style for each project, experience, or game. Skills Label sets the standard as a clear, concise, and quantitative way to measure what is being learned.
For many of the games, there are two kinds of games: old ones (many in Adobe Flash); and new ones (native applications, with depth to them). Finding the best games on Google is not easy. Many of the older games are higher ranking in search engines (due to number of years with a domain/link and cross linking), so it takes some time finding the best ones. I see this as a long-term benefit of Skills Label, building a search engine to find and make comparisons of learning resources; once enough educational publishers and game creators are using these labels, then this value – a specialized learning search engine – is realized.
If you create learning resources or are a teacher or professor, visit Skills Label and start creating labels.