Global Learning Xprize * glxdev
- preK-3 - reading, math * tracking, feedback, learning path * UN literacy numeracy test
girls women literacy technology coding educational games challenges
The $15 million Global Learning XPRIZE was launched in 2014 to address the challenge of the over 250 million children globally who do not have access to learning tools and even more who cannot read, write, or do basic math. https://learning.xprize.org/prizes/global-learning/articles/glexp-executive-summary
- Kitkit School (Berkeley, United States and Seoul, South Korea) developed a learning program with a game-based core and flexible learning architecture aimed at helping children independently learn, irrespective of their knowledge, skill, and environment.
- onebillion (London, United Kingdom and Nairobi, Kenya) merged numeracy content with new literacy material to offer directed learning and creative activities alongside continuous monitoring to respond to different children’s needs.
- CCI (New York, United States) developed structured and sequential instructional programs, in addition to a platform seeking to enable non-coders to develop engaging learning content in any language or subject area.
- Chimple (Bangalore, India) created a learning platform aimed at enabling children to learn reading, writing and mathematics on a tablet through more than 60 explorative games and 70 different stories.
- RoboTutor (Pittsburgh, United States) leveraged Carnegie Mellon's research in reading and math tutors, speech recognition and synthesis, machine learning, educational data mining, cognitive psychology, and human-computer interaction
2018.4.26 * e/merge Africa survey
- How have you gained value from participating in e/merge Africa activities and being part of the e/merge Africa network? * I am an advocate for open education and believe there is significant value in the work of e/merge Africa network. As an original community board member of Wikieducator.org we want to empower educators worldwide especially those in challenging environments. It is wonderful to follow the professional development offerings and learn about the first-hand experiences of educators in locations we would not otherwise have contact with.
- Why do you think that e/merge Africa should continue to offer professional development activities? * The Global Learning Xprize competition has raised awareness of the education challenges and is endeavoring to address one aspect of the need to education millions of kids without the benefit of trained teachers. The e/merge Africa network is making a significant contribution to addressing an equally important area of providing innovative and accessible professional development. The work that has been done is wonderful. The program needs to be continued and supported as there is so much more to do.
- Other comments * I have really enjoyed the e/merge Africa course offerings. The topics and the presenters provide a world view that few of us in suburban North America experience. There are more similarities than differences and the breadth of knowledge is universally applicable. Thank you so much. It has been a privilege to participate.
develop open-source and scalable software that will enable children in developing countries to teach themselves basic reading, writing and arithmetic skills within 15 months.
- field-testing November in Tanzania
- 8000 Pixel C tablets
- 150 villages in the Tanga region
- Grand Prize Winner, to be announced in April 2019
- five finalists will be required to open source both their code and their content, which will be free and available for anyone to build on.
- finalists announced * pilots being developed for deployment and evaluation * CCI United States * Chimple India * Kitkit School United States * onebillion United Kingdom * RoboTutor United States
- Squiggle Park - reading prep * nsbbgc beta ended * 2016.9.22 - Julia, Kim - windows tablets, wifi. 500 pilot sites, oct launch. regular feedback required. more sites welcome. informed by Florida State program
- http://learning.xprize.org/ * Dev4x * roadmap * fundraising * blog * learning map - tool content repository manager * meeting calendar * glxdev - ideas, strategies to guide learning, really good resources to implement - learning map tool * learningprize - process, technology, teams, admin
- android apps - installed * k-3 - reading, math, resources, authoring - content repository * html5 - games, development, open, free, educational, kids * html5 educational games - web, apps * reviews > selection, catalog
- xAPI and OERs - evaluation, map to learning path, learning - recall, open response, authentic > recommend, guide, suggest, introduce, practice * reviews - installed, tested, connection to learning map
I hadn't thought of peer validation in the context of little kids. Wow!
Competency is friendlier than mastery and implies some measure of subjectivity in the assessment. Competence also implies a range of "good enough" depending on the learner, the application and foundation requirements for follow-on learning.
There are plenty of Android apps that claim they support Common Core. There are lots of diagrams and articles that relate Common Core to Bloom's Taxonomy. By inference it should be possible to cobble together some Learning Maps that utilize this information.
Initially the Learning Map app could function independently of the apps and games, although eventually it would likely be a super-app or a wrapper so that the individual games and apps could be launched and controlled and monitored directly for each learner. The learner or the facilitator would follow a Learning Map that is customized for each learner. Data gathering would be determined by the Learning Map so that all the appropriate data would be easily, efficiently and accurately collected. The individual Learning Map would be updated to reflect the changes as learner data and general population data are gathered.
This needs to be pretty open-ended. People are going to come up with all sorts of needs and uses that we can't imagine. Three tier systems work well - simple, adjustable, and customizable.
- simple - some options with presets and range of values, enough to get going, see some progress, understand how the system works. Visual user interface - sliders, number read-outs, switches, simple graphs. User input to adjust, override. Capture comments, log. Readability, recognition. Not much to remember.
- adjustable - takes some exploring to find out how to activate. Lots of in-context help popups. More range, depth of options, selectable functionality. More detailed information display. Include educational terminology, follow Bloom evaluations. Recollection - options grouped logically, turn on/off detail.
- customizable - tools to develop more sophisticated evaluation, representation. Same as used by developers to add functionality, complexity. Provide detailed feedback to content and game developers. Research and development can coexist.
- new user - just wants to see how it works, see that kids are using the system and how they are doing - games/content accessed, time on task, progress in each game, comparison among kids, maybe set some targets for each kid.
- experienced user - specific objectives for kids individually and as a group, maybe connection with common core, more detailed tracking, individual incentives, permit self-directed activities from within predefined resources
- research, development - more detailed tracking, dynamically adjust evaluation criteria, game interface, alternate data presentation
May 23, 2016 vt Will the facilitor or even the learner be able to set what is considered "mastery"?
- May 23, 2016 at 7:11 PM me - Good question! I would definitely like to see something along to Blooms taxonomy applied to mastery evaluation, however not yet sure on how that would assessed. One approach is to require peer validation. If a student can teach the concept to another, mastery would be assumed. What are your thoughts?
four types of play that foster inventive thinking:
- make believe/visual thinking
- social play/collaboration
- puzzle play/problem solving
- Self-organized learning - https://altc.alt.ac.uk/blog/2012/02/the-self-organised-learning-environment-sole-school-support-pack/ The tablet can track individual work and provide guidance along the learning path. How can adults support the kids with the tablets? What is the role for parents, facilitators, community members to support the activities even if they don't know the content and what support will there be for them? How would/could the kids work in groups? How will kids be encourage to work in small groups to help one another?
- jan 27 general meeting - fundraising - learning maps for content delivery > bigger picture - concepts, present knowledge/skills, direction, progression - tag specific oers - see website diagram
- Digital Games with Dave Dodgson from Gabon Published on Jan 17, 2016 IATEFL YLTSIG and TEFL2YL games in English language learning - history - text based, cd-rom - audio, video, less interactivity, player control. indie games on device. what can students do * The Long Dark (paid) - great context for writing, online community, wiki, currently in alpha, action can be too slow for kids * Can You Escape (free app) - solve puzzle to find key to get out, short - basic language structures, household vocabulary, many different versions of this game. activities - Have kids provide directions, suggestions, read instructions, walk through guides, steps out of sequence, mistakes, back to back - watch walk through and describe for partner to play. class management, about learning - speaking, writing * Quandary - educational, web-based, may be an app - leadership, suggestions, opinion, report, different solutions ? age 8-14, older/intermediate for ESL, role play, learning goals * digitalalternatives.wordpress blog eltsandbox.weebly Digital Play - book * RPG maker, MineCraft - student projects, screen capture. Paul Driver, ITEFL Young Learners
- community empowerment - The mobile devices will be distributed to communities and there needs to be planning and development in collaboration with the community as a whole. Providing kids with devices is only a small part of the project. The content on the devices is intended for early learning. However, there will be adults and caregivers and community leaders who will also be involved in ensuring the devices are used and maintained. There must be some additional information and/or training for these adults as well. Can the adults read and write? At what level? Explaining the projects, how to operate the devices and how to encourage the kids should be included in an appropriate format - audio, audio with animations, in-person training. Adults may understand the importance to tracking the use and progress of the kids from a dashboard, whether simple graph or more complex descriptions and instructional information to guide and encourage the kids directly and personally. Even the most sophisticated recommending and performance tracking can be augmented with support from caring grown-ups, even if the adults themselves do not have the literacy and numeracy skills themselves.
- user interface - introduction - onboard - IAEP Sugar proposal, reference suggests slideshow * help in context
- html5 games - apps, installed - review, catalog > learning map
Global Learning Xprize - 198 teams participating nov2015 * learning.xprize.org - wikispaces, open, creative commons, floss
Q: 12.29 meeting - status - learning map tool, content repository, progress, release for review / testing * tracking > feedback to kids ? sooner ? developers ? teacher / facilitator / guide * teachers pay teachers, android apps > $$
- gamemix - Finding great games can be difficult. That’s why we’ve carefully developed a game recommendation engine to better serve you games. Spend your time playing great games, not looking for them.
- Guide to Digital Games and learning - how to, selecting games, ...
- TurnOnCCMath.net - Learning Trajectories for the K-8 Common Core Math Standards - great graphic of connections and progression expectation - learning map / path math
- IAEP - Walter's update newsletter - status, happening,...
- write assessments firsts - four components that make great questions:* Make them THINK *Give helpful FEEDBACK * Keep it CONVERSATIONAL* Be POSITIVE http://donaldclarkplanb.blogspot.co.uk/2015/08/top-10-stupid-mistakes-in-design-of.html
- recall > recommendation http://donaldclarkplanb.blogspot.co.uk/2015/09/10-essential-points-on-use-of-recall.html - open respsonce, good multiple choice diagnostic
- Byron Clark - Jim's grandson - WAV, SOS, wikipedia for schools
- android - free, kids apps k-3
- curriculum maps, common core, I can... kid friendly
wiki updates, audience
- overview * design * prototype * schedule progress work-products deliverables * technology * content * testing * how to help
- proto.io - dev4x prototype - user setup, connections, progress tracking / reporting ? content
- forbes - 34% of paid and 29% of free “educational apps” are either language or literacy focused. skills included proficiencies like alphabet knowledge, phonemic awareness, and understanding upper vs. lowercase letters. - specific age or developmental stage appropriate - ‘benchmarks’ of educational quality, including education or child development expertise on the development team, underlying curricula, or research testing. just animated interactive quizzes. The study found that 71% “contained at least one activity that we classified as a puzzle, game, or quiz. These were activities which had right and wrong answers, rather than open-ended designs.” 92% “contained some form of animation.” 45% included “interactive ‘hotspots,’ or sections of the screen that more and/or make noise when touched in ways that are not central to the game or story.” - Joan Ganz Cooney Center report, Getting a Read on the App Stores: A Market Scan and Analysis of Children’s Literacy Apps
- Open Library is an open, editable library catalog, building towards a web page for every book ever published. * Developers - If you’re even remotely interested in libraries or big data, we encourage you to have a look around the Open Library API. We welcome any and all patches and data re-use.
https://openlibrary.org/ dev4x - gather information about ebooks for kids, math games
2015.11 - local neo4j
- other teams * gooru, tar heel reader, Swahili
- mobile - quizlet - groceries, prepositions with illustrations, target language for basic tasks,
k-3 reading, math - curriculum / learning map, content, resources, apps
- content creation, catalog, curate, link / recommend ? available, needs work, use as is, missing - author, form/template for content links * OER Commons Open Author - ? classification system ? map / path / sequence / difficulty
- diigo k-3 resources math reading games assessment
- Swahili - diigo global * useful words
- h5p, webmaker - original content
- zooniverse forum - smf * zooniverse project builder ? science, review lessons
- recommender - build prototype - playlist - differentiates, elements, relationships
- platform vs web development - neo4j
- universal learning map / curriculum maps - reading
- localization, appropriate - local pictures, vocabulary, pronunciation
- global learning framework - "adult"
2015.12.5 - wiki, dev4x
- Tanzania - Swahili - UNATAKIWA KUWA WA KIPEKEE, HIYO ITAKUFANYA UWE TOFAUTI NA WATU WENGINE WOTE - Google translate - YOU HAVE SPECIAL, THAT will make you THAN THE OTHERS ALL - actual "YOU NEED TO BE UNIQUE, AND THAT WILL MAKE YOU DIFFERENT FROM THE OTHERS"
2015.12.3 - Fricardo_semler_radical_wisdom_for_a_company_a_school_a_life
- Great - teacher direction is important. Talked with African colleagues who say that there may be "teachers" to help facilitate but not subject matter experts / teachers.
- global literacy project
2015.11.24 - roadmap * php on android to host / deliver h5p content php android * Khan python scripts, create content * universal learning map - recommender, individualized, interests, graph db eg neo4j
- learning to learn, progress / mastery representation - feedback to learner - progress, goals, achievement, system feedback > improve outcomes
- forum * content * pedagogy
- technology - architecture - system components
- learning requirements - assessment
- Global Education Conference Nov 17, 2015 - No internet? No problem: How you can author digital content that educates remote learners via Dev4x, the Moonshot Education Project
The Dev4x Moonshot Education project aims to empower all children, including the most under-served, to improve their lives and their future through learning. Come along to this session to see an example of H5P, an open source rapid development tool: https://h5p.org/node/415. Dev4x is a group of global volunteers focused on sharing Open Education Resources with people who have little or no Internet.
Instructions on how to make video eBooks:
- Sign up and search on Vimeo to find a video less than < 1 min.(Or you could use own video from your own mobile phone video gallery)
- Restrict your filter for videos licensed as CC-BY. I found this video that will appeal to children 7 - 10 yrs of age: https://vimeo.com/22534900
- Download a small SD version of this video to your computer - 640 x 360 (1mb - 2 mb)
- Register to the free H5P Editor at www.h5p.org . Start a new item and choose Interactive Video: https://h5p.org/node/add/h5p-content
- Select the + sign to upload the Video you previously downloaded from Vimeo. Add a title and copyright / licensing details - CC-BY and the URL where you found the video
- Add Interactions. We will only add the T text captions for this Video eBook. Type in the caption and how long you want it displayed. Select the option to PAUSE the video for each new caption. Unselect the option to show caption as a button. Repeat for more sentences.
- Select Save and you are finished! See an example:https://h5p.org/node/4159
- Please email the file to our team so that we can review and translate them into different languages. We will share them with underserved children around the world: Natalie@dev4x.com
These children, and their families will also make Video eBooks, and share them back with the global community.Each book will be a mirror of their own world, or a window into someone else's far away life. We are aiming for diversity and will tag the content to assist with filtering.
Websites / URLs Associated with Your Session: www.dev4x.com
dev4x web site
- cleaner, faster working info - what we have, what we need, help by... - open culture great example, dense, regular contributions, easy to SHARE
- web-site - black background - too hard to read great graphics of process, vision * too hard to get to work in progress * not much information about current status ? meeting notes, google groups - way to many topics, need summaries, specifics - zooniverse simple machines forum - for each area + overall project high level, summary
- more robust wiki,
- work, schedule, time frame - what is dev4x actually doing? integration, curration, user interface - better idea of collaboration ? maybe in diagrams that are too hard to read on black background - too much to do in time available ? some depth / contribution in specific area of expertise
- technology - collaboration ? zooniverse talk - SMF Forum * proof of concept * learning maps * apps * platform architecture
- content - existing resources, start early elementary - reading, numeracy
- deployment - Africa ? testing pre deployment
community volunteer, projects
- sources of content ? google forms ? zooinverse projects
- diigo - dev4x learningprize k-3 resources reading math
- twitter - @onebillion
- matica - team, math
- 2015.11.9 - misha - wikieducator, matica ? zooniverse project builder - science theme content - find, review, tag, sequence, summer of code
- 2015.11.5 - neo4j recommendation engine, webmaker.org
- 2015.11 - dev4x, global learning, discover, background, partners, resources, dev4x volunteer forum, webinar, email lists
- Imagine that - inquiry learning, self directed, guided - agent, recommendation engine, coach / facilitator
- individual pacing, mastery, immediate feedback, and adaptivity (modification of pathways based on student responses) and on what its adherents called programmed instruction or, more popularly (but less accurately), teaching machines.
... Skinner observed: It could well be that an effective technology of teaching will be unwisely used. It could destroy initiative and creativity; it could make men all alike (and not necessarily in being equally excellent); it could suppress the beneficial effect of accidents upon the development of the individual and upon the evolution of a culture. On the other hand, it could maximize the genetic endowment of each student; it could make him as skillful, competent, and informed as possible; it could build the greatest diversity of interests; it could lead him to make the greatest possible contribution to the survival and development of his culture.
Machines cannot replace teachers but are simply better tools for them. Today?s educational technologists sometimes forget this, leading them to tell teachers how to do things instead of listening as teachers explain how they need things to be done. more