You never win anything with kids
Thursday, March 29th, 2007The fourth in a series about the submissions we received.
Alan Hansen was proved wrong and a few of our contributors think otherwise too.
A fair number focused their ideas on a younger audience than The Economist currently enjoys. These fell into two areas - the first focusing on providing a version of The Economist for kids and the other on their educational needs.
As James Toomey and Chris Redmann pointed out, there is a feeling that The Economist creates content that “is over the head of younger readers” and that the web provides the opportunity to address this without incurring significant distribution costs. Daniel Collender suggested that “The Economist should start building brand loyalty at an early age by creating products and services for young people that will help develop their minds”.
Publications that aim to educate and enlighten younger people exist around the world, from Piers Morgan’s FirstNews, the Newspaper and the digital Newsademic in the UK, to Le Petit Quotidien in France, Time for Kids in the US and the Little Masters in China (a bi-weekly with a circulation of 1 million). Then, in Germany, there is the best-selling Kinder-Uni book series, that have given rise to lectures targeted at children. However, the quality of these publications varies, so there might just be a way for The Economist to plug a gap.
The suggestions are for something that young people would want to read rather than something that they would have to read as part of their coursework or that is aimed at their teachers. This last distinction was also a key to the BBC’s Jam service which was suspended last week under instruction from the BBC Trust. There has been widespread condemnation of this decision because of the lack of a serious alternative and more importantly because the 170,000 people that we using it have lost their work, so maybe suggestions that fall into the second area around coursework and curriculum development have some traction.
Caroline Meeks, a founder of .LRN, an open source learning management system pointed out that “Universities are producing and distributing for free a remarkable amount of content but adoption is lagging behind because it’s not in a particualarly usable form nor is [it] being marketed”. MIT’s OpenCourseWare (OCW) was cited by Caroline as an example and in the UK, the Open University’s (OU) OpenLearn similarly puts course material online for anyone to access.
MIT’s OCW, though initially funded by Andrew W. Mellon Foundation and the William and Flora Hewlett Foundation, is very patchy in its coverage with no content available for some modules within courses and some consisting of no more than an unenlightening single side of A4. The Open University’s coverage is better with the material that is online at least being complete. However, although the OU enables collaboration, the material is somewhat dry.
Using a community of teachers to create a curriculum plus teaching materials is suggested by Enrique Eder: “…K-12 and university curriculums can be built by communities of teachers from around the world, and accessed by students to learn and be tested.” He goes on to explain that entire lessons or tests, or individual text, video or test questions would be copyable from one curriculum to another.
This is interesting because of the growing use of Moodle, an open source course management system (Moodle is an acronym for Modular Object-Oriented Dynamic Learning Environment and a good summary of what it is is on The University of Manchester’s site). UCLA has announced that it would start using Moodle and the OU has started what is reported to be the world’s largest rollout of Moodle. Moodle contains functionality that allows the creation of course materials including lessons and tests as well as wiki functionality.
Moodle also makes it easy to do just what Enrique suggests; course modules can be copied from one installation to another (including to local ones, on a student’s computer, for example). As initiatives such as the e-Learning Foundation, a UK-based charity that aims to put computers into the homes of disadvantaged children, take off, more and more children will have the capability to use systems such as Moodle both in the classroom and at home. This leads to the opportunity to deliver non-goverment mandated material easily directly to children.
There are existing initiatives to create curriculae online, such as for South Africa on Wikibooks (Wikibooks is part of the Wikimedia Foundation, a charitable organisation that also includes Wikipedia) and for K-12 textbooks in California. Wikibooks has also created text books, but seems to be struggling to maintain momentum with the Wikijunior project having as few as 11 people voting to decide on what book becomes the project for the quarter.
Nevertheless, our contributors seem to think that The Economist’s clout could create the momentum needed to make the promise of some of these projects become reality.
So, maybe we can win someting with kids….
(In addition to those mentioned in this post, thank you to all those who have contributed suggestions related to education or a younger audience for The Economist.)