Introducing the Expanded Learning 360°/365 Project

Sam Piha

By Sam Piha

In the last decade, research on learning and the brain, and the impact of social-emotional and character skills, has expanded our understanding of learning. Currently, we are witnessing a significant pivot from a narrow focus on academic performance, measured by standardized reading and math test scores, to a broader perspective of young people’s development that includes and promotes social-emotional and character skills.

This shift is based on recent research on the importance of social emotional learning, non-cognitive skills, growth mindsets, and character skills. Much of this is reflected by the new Common Core State Standards, the CORE Waiver’s focus on social-emotional accountability, and Expanded Learning Quality Standards being developed in many states.

In order to see this shift fully realized, a number of capacity building organizations came together to form a new project, entitled Expanded Learning 360°/365: Skills for Success in School, Work, and Life. These organizations include ASAPconnect, California School-Age Consortium (CalSAC), Learning in Afterschool & Summer (LIAS)/Temescal Associates, and Partnership for Children and Youth.

This project is designed to help policymakers, district and school leaders and expanded learning providers better identify and integrate social-emotional and character skills into their work with young people. We will accomplish this by:

• Clearly defining the role that expanded learning plays in social-emotional and character skill development,
• Promoting that school and expanded learning leaders work together to integrate teaching strategies around these skills across the school day and into expanded learning time,
• Working with policymakers and district leaders to integrate these ideas into the policies that guide and govern schools and expanded learning programs, and
• Identifying and developing trainings and curriculum for school and expanded learning staff that include best practices for supporting these skills in their young people.

Because we have seen a recent proliferation of lists identifying critical skills for youth, it is easy to see why some afterschool leaders are confused – “Which list is most important; which list should I use?” The Expanded Learning 360°/365 project convened a research work group to distill these lists into a more useable list - a single list. We will share more in a future post. Meanwhile, to learn more, click here.

Afterschool Learning and Digital Badges

By Sam Piha

Sam Piha

If the growing afterschool movement is to prosper, these programs must be recognized as important places of learning. The use and awarding of digital badges to recognize the learning that takes place within these programs represents an excellent strategy to accomplish this. 

Digital badges can be used to recognize exemplar programs, staff trainers, program staff who have completed professional development sessions, or youth who have acquired new knowledge and skills through participation in afterschool activities.  

We believe there are many benefits to the awarding of digital badges for learning. Some of these are articulated below: 

• Because program leaders must think through and explicitly state what learning will go on in specific program activities or clubs that is being recognized by a digital badge, this specificity raises the bar for learning accountability. 
• The awarding of digital badges defines the learning that goes on in programs for outsiders, which is vital if afterschool programs are to be recognized as important places of learning. These badges are important, visible evidence that afterschool programs take learning seriously. 
• The adult program staff members often acquire important knowledge and skills through professional development and years of experience. Youth acquire valuable skills and knowledge through their participation in specific afterschool activities. Both deserve an artifact that documents their learning and—importantly—can be shared with peers, future employers, and those allowing admittance to higher education. 

To promote the use of digital badges, Temescal Associates and the Learning in Afterschool & Summer (LIAS) Project has launched the Center for Digital Badges (CDB). You can visit our website to access several informational articles and videos, see a gallery of badges we have designed for several afterschool partners, and review case studies. These case studies document how afterschool programs, training organizations, and regional work groups have used digital badges to recognize the learning of afterschool staff and youth participants, as well as exemplar afterschool programs. 

We believe that the digital badge revolution will serve the afterschool movement well. To ensure a growing understanding and valuing of digital badges, we have formed a statewide committee of afterschool organizations to develop an educational campaign.