#FamilyHackDay- Moms and Kids Building Together

FamilyHackDay Group

We believe one of the most influential people who can inspire future innovators is the first teacher in their lives, their mom.  That’s why Embark Labs teamed up with MotherCoders, an SF-based nonprofit that runs a tech orientation program for moms, to host our first Family Innovation Day — an interactive workshop for moms and their kids to learn computational and design thinking together.

FamilyHackDay2

Embark Instructor Joleen Diaz debugging code with a student

Learning By Design

Inspiring moms to engage with technology in a way that’s fun and potentially career changing was an objective that was embedded throughout our event, with both of our lead instructors — Sulekha Nair and Joleen Diaz — being tech-focused mothers themselves. Teams began the day learning how to apply the design-thinking process to  design solutions to help each other save for something special.  Then the afternoon session introduced everyone to the Embark method of teaching computer science in an engaging, hands-on way. The day culminated with kids writing code themselves using Code.org’s popular new Frozen tutorial.

FamilyHackDay3

Building hats on as teams go through the design process to prototype their ideas

More Than Mommy & Me

Our main goal for the workshop was to create a learning experience where moms and their kids could design and build things together. Our participating moms expressed that finding meaningful opportunities where they can work side-by-side with their child is key. Further motivated by the MotherCoders mission of creating a more inclusive tech economy, we were thrilled to have been able to offer scholarships to 3 families to attend the all-day workshop at a discounted rate.

The event was fueled by the generosity of NerdWallet.  Beyond offering their fabulous working space, food and fun schwag, several members of the NerdWallet team spent the day mentoring the mom-kid pairs, sharing their expertise and personal stories of how they got into tech.

We can still feel the energy from this experimental first event and gained some useful insights on how we can create more authentic learning opportunities for moms and kids to build things together. Excited for what’s to come in 2015!

Design_Code_Build: Introducing Girls to the Past, Present and Future of Programming

It seems that every week there is a new app or startup trying to teach people how to code which makes sense given how often we hear that ‘coding is the new literacy.’ However, I find far fewer learning opportunities that aim to teach kids the fundamentals of computer science, which I believe are much more important than writing lines of code. Teaching critical thinking and creative problem solving skills through CS is the core of what we are building at Embark Labs. So when I heard that the Computer History Museum was addressing this challenge through their Design_Code_Build program I immediately wanted to learn more.

IMAG1673

With support from the Broadcom Foundation, CHM has impressively put together 4 events in 5 months, reaching 400 middle schoolers in the Bay Area. Their final event this year brought together over 50 girls from various local nonprofits, including Girls Innovate, NASA SEMAA CoderDojo, TechGYRLS and BlackGirlsCode.

The all-day event, designed in collaboration with Engineers4Tomorrow, centers around teaching kids how to ‘think in code.’ The participants break into teams and rotate between activities learning about the history of programming, modern techniques using a RaspberryPi and how to program each other in an outdoor maze.

One of the unique elements of the program are presentations from a ‘rockstar’ in the tech community. At this event the girls were lucky to hear from Shuchi Grover, a Research Scientist at SRI focused on CS education in K12, who shared her experiences from the tech world, including some videos from her Computing is Everywhere playlist. Shuchi offered some kid-friendly thoughts about how (and why) the students can get themselves on a path towards a future in which they are creators of technology that addresses the ideas and issues that they themselves are passionate about — rather than just being consumers of tech that others create. (CHM will post her talk on their own YouTube channel soon.)

IMAG1677

My favorite element was this photo wall with props that allowed girls to imagine themselves in a variety of STEM careers. This is just one of the many signs that a lot of thought went into the culture and energy they seek to cultivate through these learning experiences. The events this fall were a very successful experiment and I’m excited to see how they grow this program in the coming year.

Learning to Code without Computers

Encoding/Decoding

Teaching encoding and decoding using a deck of cards

Over the past couple weeks I’ve spent a significant amount of time reflecting on the results of our first coding camp at Cisco and figuring out how to incorporate those learnings into future events for Embark Labs. Our mission is to design engaging opportunities for elementary and middle school kids to learn creative problem solving and computational thinking skills. Our first couple events have been amazing (thanks to partners like Google and Cisco) and I’m excited by the massive need/opportunity for learning experiences like this. I’m also deeply energized (and sometimes overwhelmed!) by the many directions I could channel this growing momentum.

In designing our fall pilots there are some key components to our approach that really stand out in my mind. Mainly, our program does not believe in the common ‘copy and past’ method you see in many games and apps that strive to teach kids to code. Over 5 short days our attendees (which organically happened to be 85% girls) were challenged with creating their own original projects in Scratch. One of our core goals is to teach kids how to think and explore diverse solutions to solve a problem, so it was essential that they were not just duplicating existing projects.

In order to get them comfortable with actually coding on their own, we spent almost half of our time offline, teaching the kids fundamental computer science concepts through games and activities. Seems a bit counterintuitive for a coding camp, but the time spent offline was vital for cementing the concepts we were teaching and to allow the kids to authentically work together.

Lego communication game

One of my favorite activities was a partner-based Lego game that illustrated the importance of clear, efficient communication as well as teamwork and basic debugging principles. I believe this time spent learning the concepts behind how to code, without using the computer, is what creates enduring learning experiences for students.

I’m excited to continue coaching these students and reaching new ones through our fall pilot events. If you want a VIP pass to our next event or want to help us grow, join our community or follow us on Twitter @EmbarkLabs.

Summer of Scratch- Teaching Kids to Code

Last week, Embark Labs partnered with Cisco to introduce 15 young hackers to the fundamentals of computer science. Our extremely generous host captured the essence of our work in this post, however, I believe this video speaks for itself.

 

 

Beyond Your Basic Hackathon

#BeyondHacks Teams

Students preparing for final presentations

At first glance, the Beyond Hacks event this past weekend at Facebook looks like your typical hackathon. Groups of young hackers chatting and plugging away on projects surrounded by energizing music and pizza. (Lots of pizza.) However, when you take a look behind the scenes, you quickly realize it was a rather unique gathering. The entire event was organized by a group of high-schoolers from East Palo Alto Phoenix Academy as part of their participation in the BeyondZ Program.

BeyondZ, which sprouted from the social innovation efforts of Teach For America, was founded by Aimee Eubanks Davis and is currently piloting programs in Washington DC, New York, LA and the Bay Area. Eubanks Davis shared that her passion for this work comes from a deep motivation to,

“ensure our nation’s next set of leaders can emerge from anywhere.”

She went on to describe the vision behind their programs is to create a “suite of opportunities that a young person needs, beyond traditional academics, to take some of the pressure off of schools to do it all.”

FB Tour

Taking a break to tour the FB campus

Building more than Apps

The Bay Area program, lead by Miki Heller, focuses on in-depth leadership and coding curriculum. The students develop leadership skills and build their networks through learning how to code their own website, connecting with popular tech companies, and creating a student community that will hear from experts in the industry from across the country.

Organizing the hackathon was the perfect way to combine their new-found passion for coding with developing those leadership and communication skills. When brainstorming possible locations, one of the organizers, Jurgen Arvayo, felt the answer was right in their backyard. “We should do it at Facebook,” suggested Arvayo, who was inspired by his participation in the Facebook Academy program the previous summer.

Under guidance from Heller, as well as Leah Weiser and Aly Mejia, two Beyond Z volunteers from Stanford, the student organizers, Cristian Jiminez, Paulino Lopez and Carlos Garcia, secured the space, contacted local vendors to donate the food and recruited over 50 attendees.

Trio from Buchanan High School, Fresno

Trio from Buchanan High School, Fresno

Building Authentic Experiences

I was especially impressed by a trio who made the trek all the way from Fresno. Johnny Tiscareno, Rahul Bekal, and Rushil Mehra won honorable mention for building a snapchat-like website that allows you to take a photo and share it instantly even if you don’t have a smartphone. They had a sense of what to expect having made the similar drive to attend CodeDay in SF this past May.”We don’t have things like this back home. This event has been better since the group is smaller and we actually get more time with the mentors,” shared Mehra. Another female participant echoed similar feelings, saying that,

“the best part of these events is getting into small groups and working on something over a sustained period of time. The fact that we are at Facebook is just a bonus.”

A promising sentiment for schools and libraries that are trying to create a coding culture.

The projects were designed around real-world challenges. The winning team built a fully functioning app that lets you take a photo of a receipt, categorize it, and email it to someone for reimbursement purposes, while second place created a Chrome extension to enhance functionality for School Loop, a website that allows students to track their grades.

The Next Rev

Moving beyond the hackathon, most (but not all) of the EPAPA students will spend their summer honing their javascript skills through a free summer coding program, CodeCamp. In designing the vision for Embark Labs I am constantly thinking about how we can create authentic experiences for students to learn relevant tech skills beyond just a super-long Saturday here and there. Opportunities for students to not only participate, but lead as well, and weekend events like this illustrate how engaging this can be for students.

These experiences are essential because as Eubanks Davis captures so simply, “education as we know it is not enough.”
—–
The BeyondZ team would like to express special appreciation to Facebook for their generosity in hosting the event, the engineers who volunteered their time (particularly Brian Rosenthal) and for donating four Macbook Pros as the prizes for the winning team.

 

Cultivating Young Coders

ScratchDay Group

Scratch Day at the Google Garage

Amidst the coding-in-the-classroom craze I think many of the conversations miss the role that learning communities play in cultivating young coders. At Embark Labs we believe students need more than just exposure to computer science content in order to truly become excited about STEM concepts. This belief guides our mission to build a network of dynamic learning spaces where students can learn relevant tech skills in an engaging way, with passionate educators and mentors guiding their process.

This past Saturday we held our first pilot workshop to begin building this community and prototyping our teaching practices. We designed this event around Scratch (a free, visual programming language) as part of the larger global Scratch Day initiative from MIT. We were thrilled to partner with Google and host this workshop at the Google Garage, a collaborative workspace that embodies many of the design principles we aspire to implement in our spaces.

At the Heart from the Start

At Embark Labs, students are at the heart of our work and drive our mission forward. One of our core values is to create a student-centered community where students can teach and learn from each other. The workshop was designed for beginners, with participants ranging in age from 5-13 years old, so it was incredibly important to personalize the instruction as much as possible.

As students arrived they received a simple handout that introduced the basics of Scratch and they were encouraged to begin exploring on their own. Then our two energetic facilitators, Rafael Cosman and Shadi Barhoumi, took over and guided the students through basic programming principles and shared some beginner-level projects. Once students had the basics down they were encouraged to go off and build their own projects, such as Pong or MadLibs. This is an example of the project one of our 8 year old attendees created.

Cosman and Barhoumi, both CS undergrads at Stanford, are the founders of CodeCamp, a free summer coding bootcamp in East Palo Alto, and have a true gift for working with young hackers.

Students learning Scratch

Students learning Scratch

In addition to our two facilitators we had several mentors (half of which were students themselves) coaching participants as they completed their projects. It was amazing to see how engaged the students were, many of them choosing to continue coding rather than taking a longer snack break. Parents were equally excited and many were already asking about the next workshop. One parent captured our intent perfectly, sharing that,

“we have tried to introduce some coding apps at home, but it’s so different when they are all working on something together.”

The response to this pilot workshop was overwhelming and we are excited to channel that feedback and energy into future sessions! (More details coming soon.) We are just getting started so if you want to learn more, please join our community and follow us on Twitter to get updates on upcoming events.

(Re)Making Learning: Creating a Space for Young Makers

Many educators are looking for tactical ways to bring the buzz of the maker movement to their schools and classrooms. In an effort to support educators and open-source the implementation process, here is a glimpse inside how one community in the Bay Area is redesigning their learning spaces.

LosRobles Makerspace

Robert Pronovost, STEM Coordinator for Ravenswood City School District in EPA is bringing the maker movement to life through the Ravenswood Makerspace Collaborative.  In partnership with Mario Cuellar, After School STEM Coordinator, and with support from his district, Pronovost transformed a portable at the back of a school into a vibrant and engaging space for students to tinker and explore hands-on learning opportunities.

Prototyping a Pilot

This video depicts early user testing Pronovost conducted to get a sense of what the students were most interested in and how best to design the space and curriculum around those interests. In keeping with the open-source ethos, Pronovost shares much of the reading and research he conducted to fuel his efforts and adds that “‘Invent To Learn‘ by Sylvia Martinez & Gary Stager, Ph.D. is a must read.” The curriculum which serves TK-8th graders currently focuses on three main areas; coding, making and robotics, which clearly have overlapping activities and learning goals. Pronovost then adds a layer of design thinking concepts across these three content areas, introducing kids to empathy building, rapid prototyping and user-centered design. For a deeper look into this process he has documented details of designing the space and curriculum on his own blog, ElementaryEdtech.

The space is equipped with a couple 3D printers, a laser cutter, several chromebooks and a set of BeeBots. Add in carts with the standard prototyping materials (post-its, pipe cleaners, etc) and you’re ready to go. Maintaining materials is a work-in-progress and he shares a list of other tools/materials they would love to get donated.

During this pilot period students are free to tinker in the space during recess and after-school time, however, as this initiative secures more funding the plan is to hire a full-time instructor and expand the content offering.

Robert w/Kids

Next Up

What began as a pilot at Los Robles Magnet Academy this past January will scale to the 7 other schools in the district this fall. In addition to expanding the sites, the goal is to broaden the content offering to include all students and not just those that currently choose to attend. In exploring models from other schools, Pronovost is considering a 4-6 week ‘Intro to STEM’ course that all 4th and 5th graders would rotate through.

Beyond serving EPA, the Ravenswood Makerspace Collaborative was recently selected to join the small and prestigious group of makerspaces in Stanfords’s FabLab@School network. In participating in this program they will likely collaborate with students at another makerspace in Russia or Thailand.

To further engage the local community and share learnings from this early pilot, Pronovost will be hosting an Open Make Day in May. (Details are still TBD.) If you’re interested in learning more about building a makerspace in your community, a good place to start is requesting a free copy (downloadable pdf) of the Makerspace Playbook.

 

Creating Learning Innovation Hubs

Building Bridges Between Educators and Edtech

SVEF NSVF

The Silicon Valley Education Foundation (SVEF) and New Schools Venture Fund (NSVF) Seed Fund have constantly been exploring ways to deepen relationships and meaningful exchanges between educators and the edtech community. With support from the Bill & Melinda Gates Foundation, they teamed up to launch the iHub program earlier this year. (Many regions are testing different approaches with similar programs being piloted in NYC and San Mateo County.) Curious to hear how these efforts were progressing and provide insights for others trying to connect these communities, I recently caught up with Ritu Tandon and Jennifer Li who are leading the efforts for the SVEF team.

 

While the broader goal is bridging the gap between educators and edtech, the more specific mission of this pilot is to “facilitate collaboration and product feedback for more effective and impactful edtech tools,” according to SVEF.
iHub Pilot Group

Pilot Group: Educators and entrepreneurs focused on middle school math

Pilot Group
The four teams and eight fellows, all with a focus on middle-school math, are approximately half-way through the pilot now, capturing results through case studies, video reflections and measuring student engagement.  The iHub team was very thoughtful in their approach to identify and pair up the educators and entrepreneurs. Once the eight fellows were identified, their school and classroom details were shared with the NSVF team who looked to their portfolio and beyond to identify the startups.  “In selecting the startups it was important to look at the stage of development of their tool, would their product work on the platform/devices for the schools they had chosen, as well as if they had rich content for teachers to delve in to,” Tandon explains. She goes on to share, “one of the main selection criteria was the ability of the entrepreneurs to work with teachers.” The group of semi-finalists went through a ‘shark-tank’ style competition where the winners were chosen by a panel of school administrators, educators and business leaders.

 

With the selection process complete the match-making began, pairing teachers with the startups in regionalized groups to meet regularly, mentor each other and talk about product implementation feedback and strategies. The pilot culminates in May with a collaborative session to reflect back on the experience and redesign certain aspects of the program to be implemented for the fall cohort. Tandon shares they have been “extremely cautious about jumping to any assumptions about impact on student achievement because the pilot is only three months long and classrooms differ on pacing and structure.”

 

In designing the program, there were a few key factors that have led to the positive results so far, including compensating the educators (each receive a $1750 stipend), incorporating their feedback in iterating on the pilot and the timing of the selection process. “We were looking for educators that had more experience teaching, previously worked with tech and excited to try new things,” shares Tandon. She adds, “it was also essential that the schools we chose have capacity to support this type of work and have a philosophy for embracing tech in their classroom.”
blendspace screenshot
One of the fellows, Gabriela Rios, clearly embodied this philosophy, as she was already open to experimenting with new tools. (One of her students learned about Knowre, an adaptive math platform, while attending a MouseSquad conference and spoke so passionately about this product that they decided to pilot it in their classroom.) That culture set the perfect stage for a successful iHub experience implementing Blendspace to organize content and create personalized lesson plans for students. Rios shares that using this tool has improved her ability to flip her classroom more effectively, which “allowed me to have more conversations with my students, more often. This experience has made my students more comfortable with math and has taught them to be more independent and proactive around their learning.”

 

In reflecting back on the experience so far, the main critique Rios shares is how she wished fellows were more involved in the first round of the selection process. She explains that, “the (judging) panel was impressive but many of them are not in the classroom and it would have been useful to have someone who is in the classroom give their input.”

 

Beyond Silicon Valley
When efforts like this see pockets of positive results we often think about how that can scale to other communities. Many startups (BetaMatch and TinkerEd are the two most recent that come to mind) have explored how software can possibly support this type of match making to bridge the educator and edtech divide, however no one has been successful, yet. SVEF and NSVF clearly see value in the early results and are looking for ways to scale this type of program by emphasizing the local and centralized approach. According to Li, “rather than run the program ourselves in other locales, our thought is to engage others and provide support for them to execute this model. This is similar to our approach in scaling our Elevate [Math] program to Alameda, Contra Costa and San Mateo counties over the past two years.”

 

The team has been very happy with the progress so far. “For me it has been really exciting to see the community reaction to this project as it is something we’ve been trying to launch and facilitate for a while,” says Li. “One area we are looking to improve the next time around is to draw from a more diverse pool of teachers.”

 

Hear that, Bay Area educators? If you’re a local educator or edtech entrepreneur and want to get involved you can apply for the next round of the fellowship (applications open later in April) and attend the next pitch event slated for this summer.

Can After-School Programs Bring Blended Learning to the Masses?

BL at CSC

McNair Middle School’s 1:1 experience

It is clear that school is not the sole provider in a community’s educational system and after-school programs play an integral role in extending the learning day for many students. Given the flexibility around content and program model, out-of-school time (OST) providers often have the unique ability to innovate more quickly than traditional public schools. These innovative after-school programs can drive better blended learning adoption, bringing effective personalized learning opportunities to students beyond just those in charter schools

I witnessed this first hand during my time at Citizen Schools, a nonprofit founded back in 1995 with the mission to revive the apprenticeship model and bring relevant, project-based learning opportunities to students after school. In California, they have forged strong partnerships with prominent tech companies such as Google and Cisco to introduce students to web development, creating Android apps and the BizWorld entrepreneurship program. 

Tinkering with the Model

Over the past few years Citizen Schools has experimented with various blended learning approaches, drawing on best practices from tech-focused charter schools to bring personalized instruction to more students. In California, pilots began in 2010 using  TenMarks and Khan Academy during homework help sessions. Those early informal trials showed the potential for these online tools to augment math instruction without it feeling like ‘more school.’ This year Citizen Schools is continuing with pilots at two sites, Ronald McNair Academy in East Palo Alto and Bronx Writing Academy in New York, with plans to expand pilots to approximately ten schools this fall.

Leadership, at the school and program level, is integral to running an effective site. In launching the program at McNair this year, Citizen Schools recruited Adrian Breckel who was formerly Academic Dean at Rocketship, a leading blended learning charter network. Breckel has worked tirelessly with Ravenswood School District and McNair’s Principal, Jen Gravem, who have been cautiously optimistic about how the Citizen Schools team can help implement this model.

iReady

Let Me Upgrade You

The shift to blended learning at McNair has been in the works for years. In 2011 the school received a School Improvement Grant (SIG) from the Department of Ed, which they used to fund a major technology upgrade which included going 1:1 and and installing state of the art projection and sound systems in each classroom. This tech overhaul also included an investment in selecting iReady as their core software system. Breckel shares that “the usage of this technology (hardware) is fairly integrated throughout the day in different ways; teachers use projectors and doc cams fairly regularly and also assign homework that includes using the districts portal and tools such as the internet and Google Docs.” However, the usage of online software is inconsistent since there is not official guideline or push on how to integrate iReady into instruction. This is where Citizen Schools stepped in to help integrate iReady and create more consistent personalized learning opportunities.

Early Signs of Success

Though the blended learning pilot just launched back in November there have been some clear signs of effectiveness. The iReady dashboard and other software tools help streamline communication between the school day and after-school educators, making it easier to meet student needs. Another benefit is teachers have more flexibility with flipped classroom approaches, including assigning homework via Google Docs, knowing the kids will have access to laptops and the network after school. (This is such an important piece of this work in communities where most kids do not have access to devices and internet at home.) Beckel is most excited about the ability for her educators to conduct small group instruction, which was a crucial aspect of Rocketship’s model.

IMAG0259

One class’s system for tracking time and success on program

The district recognizes that creating a culture of experimentation during the after-school hours enables them to test other approaches, such as the new computer-based assessment coming from SmarterBalance. The District’s STEM Coordinator, Robert Pronovost, who has extensive knowledge of blended learning has been a strong ally. Pronovost and colleagues from the district, Soloman Hill and Liz Gordon-Stoll, have gone above and beyond to show their support by teaching apprenticeships themselves. Hill, the Director of Technology, combined his own passions to design an apprenticeship entitled “Jedi Consulting” which allows students to learn about many new technologies and become consultants for school districts who are looking to implement technology successfully. This apprenticeship requires that students gain an intimate knowledge of different aspects of tech tools including usage, pricing, success rates, functionality, as well as assessing school needs.

This type of collaboration between the school, district and Citizen Schools is instrumental in making the program successful. This marriage between integral entities in the school system models how after-school providers can bring much-needed energy and talent to help schools create effective blended learning environments for more students.

Hacking the Future

HSHacks- Paypal

Getting ready for the final round of judging

Inside the High School Hackathon Scene 

My ongoing exploration of coding opportunities for kids led me to the HighSchoolHacks event this past weekend at PayPal HQ.  I felt this invigorating energy as soon as I walked in and to some it probably represented the ideal high school of the future. Beyond the space itself, the organizers clearly have a strong grasp of how setting the right tone and expectations is an important aspect of building a healthy hacker community.

Having supported #HackLynbrook, a student-organized hackathon at a local high school, I had a general sense of what to expect, however, this event blew me away.  According to HSHacks Founder, Shrav Mehta, there were over 1000 students present throughout the course of the weekend, with 550 staying overnight and 150 teams presenting their projects. (You can read about some of the specific hacks in this post from VentureBeat.) Between the impressive list of sponsors and judges (including usual suspects Pearson and Amplify) there was no shortage of support for this event.

One of the judges captured the essence of the event perfectly, telling the room full of students that “you’re challenging  teachers to do more and I’m taking that message back to them.” As schools explore how best to integrate computer science into their curriculum, it is essential that they consider the role of space and culture on teaching kids to code. However, it was clear that as K12 schools struggle with introducing authentic CS learning opportunities, many students are already figuring it out themselves.

NCLB: No Coder Left Behind

Witnessing the energy and enthusiasm these students put into their projects over the course of the weekend was inspiring, but the lack of diversity in the room illustrates how efforts like this often perpetuate the digital divide.  The lack of girls present was stark, and not surprisingly the male attendees were predominantly Indian and Asian. This reality makes programs that help bring under-represented students into the hacker community, like GirlsWhoCode, TechBridge and CodeNow, even more important.

IMAG0327

Wendy, sharing their app Pen, which turns any web page into a shared document

I tracked down a few female participants, including Michelle Yeung, who started the GirlsWhoCode chapter at Lowell High School in SF and recruited fellow members to join her for this event.  Wendy (pictured above), who made the trek all the way up from Irvine, was one of the only girls to make it to the final round.

The team with the highest energy was definitely the trio from East Palo Alto Phoenix Academy, who also took  the opportunity to promote CodeCamp, a free summer camp and after-school program they run to teach kids to code.  The impact of these authentic hacker experiences, especially for new coders, is profound. Shadi Barhoumi, one of the CodeCamp instructors shared that “our kids were so focused and excited to code today after the hackathon, because they finally understand why coding is cool and useful and fun.”

It was amazing to see the level of student engagement and learn how attendees keep that energy flowing beyond the weekend. Resources like Hackers Under 20 and StudentRND are just a couple that support young hackers. While education policy wonks debate the best way to teach kids to code and if CS should take the place of a foreign language, many students are ready to hack their future and are clearly not going to wait for schools to figure it out.

Follow

Get every new post delivered to your Inbox.

Join 230 other followers