Simultaneously a social network for learning and an engine of educational reform, Globaloria changes how we teach and learn, addressing urgent needs in our current educational system:
-the need for competence in the new digital literacy that is the language of social networking,
-the need for basic understanding of the STEM disciplines (science, technology, engineering, math),
-the need for skills in critical analysis and problem-solving, and
-the need for co-learning through collaboration across social networks.
Globaloria uses a hybrid model, both online and onsite, that constitutes a more effective formula for learning. Students learn by doing, gaining critical skills and content knowledge by co-creating original educational webgames focusing on civics, STEM and core subjects.

Globaloria is aimed at closing the digital literacy gap that is impeding young people from participating in the social networks that will define their era. It focuses on economically disadvantaged and technologically underserved communities, empowering students with digital technology literacies they can use to create complex web content—namely, games focused on STEM and social change. As the connected world continues its headlong advance into a media-rich and socially dynamic Information Age, underserved communities are left even farther behind in terms of participation and the ability to advance and succeed. Three realities prevent low-income communities from engaging fully in 21st-century civic life: 1) Lack of access to high-speed internet and the virtual social networks that exist in this digital space; 2) Lack of the digital literacy needed to participate – both to create and consume – the web-based media that are the contemporary medium of civic participation; and 3) Lack of innovative initiatives that can engage disconnected communities as a whole. In direct response, Globaloria targets economically and technologically underserved communities. Our current implementations are in a number of challenging communities—among them, the poorest and most rural districts in West Virginia; serving English language learners from historically low-performing, economically disadvantaged, and educationally underserved urban communities in Austin, Texas; the least technologized county in the nation, Santa Clara, California; the eighth largest district in the country’s fourth worse-performing education system, Hillsborough County, Florida; and in Harlem, New York. In all communities we focus on expanding learning opportunities for girls and people of color and working with and empowering non-techie teachers so as the have the greatest impact in the most disadvantaged communities and education systems.

Equipped with a network of open-source Web2.0 tools, Globaloria enables students to learn by doing, collaboratively conceiving, planning, programming, and implementing webgames. The Globaloria implementation model is flexible and turnkey, and can be replicated across a range of structures and communities. Globaloria (www.Globaloria.org) is the largest educational intervention of its kind. A turnkey tool of blended learning aimed at both educators and students from middle school through college, Globaloria is an innovative year-long academic digital curriculum and social network preparing students for college-level studies—especially in the STEM curricula—careers in the global knowledge economy and civic engagement. The Globaloria curriculum comprises programmable wikis and blogs, game design and programming tutorials, game-content resources, and virtual support systems. Students drive the design process, taking an original idea (game concept) to final product (game) while learning by doing, thus becoming educated in both technical and computational skills and in content knowledge. Globaloria also offers a comprehensive and structured professional development platform and support system (combining online and onsite training) that enables non-techie educators to master blended-learning education and to thus integrate 1:1 computing with game-design and content studies into their classrooms. The Globaloria curriculum is aligned with state standards for systemic integration into the school system. Annual Game Design Competitions complement the curriculum and provide additional motivation and real-world experiences for students.

In 5 years, the program has expanded from serving 86 students in 1 state to 2,000 students in 5 states (California, Florida, New York, Texas, and West Virginia), and has raised $5mm. Since inception, a national network of academic researchers has tracked its effectiveness on students and educators, finding that Globaloria qualitatively and quantitatively transforms education. Students significantly increased their mastery of digital literacy and developed skills in problem-solving, organizational and time management, presentation, and collaborative processes. Girls were inspired to engage in and master technology and to consider STEM careers. Globaloria students scored significantly higher on standardized tests, outperforming non-Globaloria students on WV’s WESTEST2 science and social studies subsets, and more than doubling their improvement on the relevant Texas TAKS tests. Educators honed new skills that impacted their teaching decisions and attitudes and changed their teaching style in non-Globaloria classes, demonstrating the viral character of their new skills. In addition, the Globaloria Leadership Inspiration Awards inspired principals and superintendents to support innovation by successfully integrating Globaloria into their school system via advocacy, recruitment of students, teachers and schools, improving school technology, scheduling more Globaloria classes, and supporting Globaloria teacher professional development. This systemic transformation affecting student, educator, and administrator demonstrates the holistic impact Globaloria can have.

Developed by the World Wide Workshop, the leader in this field, Globaloria is unlike other technological innovations, including well-known digital learning programs by Next Generation Learning, Knowledge Works, Institute of Play, INNOSIGHT, iNACOL and others, in many ways: 1) Its usage of real-world, powerful and pervasive industry standard tools; 2) Its focus on empowering youth with the skills to express themselves and create, not just consume, media; 3) participatory, constructionist, project-based learning; 4) Its focus on professional development and leadership; 5) Its ability to foster deep collaboration among network participants that truly leverages the power of Web2.0 technology; and 6) research that constantly tracks and assess progress; 7) Its capacity to take digital blended learning to scale and to transform the educational experience.