Unlocking Potential with Digital Textbooks

Intelligent textbooks empower students to be at the centre of their learning and to create better communication flow between learners and teachers. Karin Bjerde shows how Box Hill School is benefitting from their implementation.

‘We weren’t aware that alternatives existed. We were happy enough using printed textbooks’, says Julian Baker, the IB Coordinator at Box Hill School, a GCSE and IB/A-level school in Surrey. They were among the first UK schools to fully implement Kognity, the digital publisher of GCSE and IB intelligent textbooks, and, after a couple of years, are now looking at the option of completely phasing out printed textbooks for their IB students.

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      string(5645) "In the age of algorithms and artificial intelligence (AI), the number of adaptive and personalised learning education products vying for educators’ attention and funds is immense. Using the latest advances in machine learning, big data and learning analytics, adaptive and personalised learning products can process a range of data, (educational, psychometric and social media), to map individuals quantitatively, compare them globally and generate recommendations for their learning potential and pathways. These techniques are being translated into impressive learning gains in the context of standardised curricula. For example, LEAP Innovations, a Chicago-based research and piloting company found a 13 per cent increase in literacy using an AI-based reading product versus the control group. Laudatory testimonials from schools featured on product websites means it is easy to slip into a ‘black box’ mentality, focusing on the application of these technologies, without further unpacking the mechanics of how they produce the outcomes. However, by understanding the mechanics behind the production of profound learning insights and results that these products offer, educators can develop personalised learning strategies that make the most of the strengths and limitations of AI. Opening the black-box: Artificial, adaptive and personalised learningKnowing which questions to ask relies on understanding how these products are designed. AI, adaptive and personalised learning are the latest education technology buzzwords, but what distinguishes them? While there are many types of AI, they all involve some form of learning and applying knowledge to achieve a purpose. Learning and problem-solving is something that humans do very well, but sophisticated AI systems, along with huge data sets and computing power, can process and compute complex problems at a scale unfeasible for humans. AI systems can learn autonomously, which means we do not have to invest time and resources into writing code ourselves. A classic example of AI in education technology products is adaptive learning, which refers to the data analytics strategies that algorithms use to continuously learn about how individual students learn, and thus optimise learning sequences.1 Adaptive LearningAs students use adaptive learning software, they generate countless data points, which are recorded and fed to algorithms. These algorithms have been designed to learn from this data to better perform against designed criteria. An advance in a type of machine learning, using neural networks, has accelerated the functionality and potential of machine learning. Artificial neural networks are statistical models that are based on the way that the brain computes and processes information in non-linear, continuous and adaptive ways. Deep learning occurs when these artificial neural networks and learning algorithms observe and analyse raw data, learn, identify patterns and make predictions to determine optimum outputs. Algorithm-based personalised learning In the case of the adaptive learning education technology products, such as ALEKS and Dreambox, these algorithms have been designed to identify the ideal learning pathways for an individual student based on the criteria derived from neuroscience and cognitive-based learning and memory theories. These theories emphasise the importance of reinforcement and retrieval in short and long-term memory, and how this can be improved through interleaved and spaced learning and assessment. Every student’s ideal pattern of interleaved and spaced learning, forgetting, retrieval and reinforcement will be different. The algorithm’s or ‘machine’s’ capability of operating autonomously and writing its own code means it can learn how the student learns, what they have mastered and which areas they require improvement in. These insights are used to diagnose gaps in knowledge and skills, make predictions of the ideal learning pathways that will fill these gaps, and translate these into personalised recommendations. With the current computing power available, such inferences can be made in nanoseconds. The algorithms learn from data, and continuously teach themselves to get better. Thus, the more a student uses such software, the more data there is generated, the more the machine learns and the better it gets in making predictions and determining the ideal sequence of interleaved learning and assessment, i.e. personalising learning. Put simply, machine learning provides personalised learning for mastery.More than personalised learning pathwaysIt is not just pace that can be personalised—more sophisticated products personalise according to learning preferences, complexity of tasks, students’ interests, and special needs. A few products enable educators to customise systems through gamification, using simulations and apps. Many products provide smart content services, using AI to process textbooks and resources into learning pathways and assessments for students, effectively designing digital courses for educators. For leaders and those desiring a macro perspective, some products offer aggregated analytics at the class, cohort and national level. Critical Considerations for Adaptive Learning There are many benefits these products provide that enable educators to justify the financial, time and human investment in adaptive and personalised learning technologies. 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Adaptive Technology

Adapting to AI in Education: Critical Questions for Educators

8 Aug 2019

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      string(4283) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.UNLOCKING THE POTENTIAL OF DIGITALLEARNINGKeywordsDigital Learning,furthereducation,learningenvironments,digital tools,potential,benefits,efficiency, FEteachersSummaryMore than half (54%) of educators in further education (FE) colleges list having to work out ofoffice hours among their biggest challenges in their current role according to this report byYMCA Awards. This report looks at how maximising digital tools to their full potential learningenvironments are transformed.However, educators are clearly enthusiastic about the potential of digital tools, with 70% welcomingbenefits that they bring to help them meet these types of problems.Two thirds (66%) are keen to see software used to increase efficiency and ease the burden ofmarking, while more than half (58%) would like greater support in course delivery, helping transformFE classrooms.Half (50%) of FE teachers would also like to see digital learning tools such as online educationalquizzes used to help enhance the learning experience for students.44% of institutions admitted having access to digital tools, but using them infrequently. While 12%reported not using digital tools at all.Main Findings:■ The majority of institutions are yet to fully embrace digital learning tools. 56% either use such toolsin their delivery or (more likely) have access to tools but aren’t using them on a regular basis.■ Just 44% have invested heavily in digital learning and an equivalent number (42%) are starting tosee greater efficiencies in course delivery because of these tools.■ 70% of those who responded to the survey said that they welcomed the benefits that digital toolscould bring to improve their ability to meet future challenges, with under 4% actively opposing therise of digital learning.■ While not the majority view, 23% said that they are worried that low quality training might startemerging in the market and that efforts need to be made to ensure standards are maintained.■ 19% of those responding to the survey recognised that progress is necessary to meet the growingdemand of students for such tools.Week Commencing3rd July 2017http://www.ymcaawards.co.uk/sites/ymcaawards.co.uk/files/reports/unlocking-the-potential-of-digital-learning-ymca-awards.pdfhttp://www.ymcaawards.co.uk/sites/ymcaawards.co.uk/files/reports/unlocking-the-potential-of-digital-learning-ymca-awards.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.■ A significant number (15%) were open to the introduction of more digital learning, but felt that theymight not have time to learn how to make full use of its potential.■ The top two challenges were resource issues (e.g. having too much marking to be completed) andhaving to work outside of contracted hours.■ Over a third of FE professionals (38%) said that learning how to incorporate digital learning intolesson plans was a major challenge within their current role and 40% said that this was one oftheir key concerns for the future.■ The potential of digital tools in helping transform classrooms was high on the list of priorities –whether that’s easing the burden of marking students’ work or reducing admin time (hours spentaway from teaching and student support).■ Many also wanted digital tools to help enhance the learning experience for students. There wasalso considerable interest in tools that students can then take into their professional lives.WEB LINKUnlocking The Potential of Digital Learninghttp://www.ymcaawards.co.uk/sites/ymcaawards.co.uk/files/reports/unlocking-the-potential-of-digital-learning-ymca-awards.pdf"
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Digital Classroom

Unlocking The Potential of Digital Learning

29 Jun 2017

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      string(1539) "Nano Simbox we develop for mobile and desktop first and adapt to VR second. Many edtech products are similarly being built to be hardware agnostic. While there are some interactive tasks that are easier to carry out in VR, we know that we can reach more learners if we develop virtual scientific worlds for mobile and desktop.  Ask industry to support your learning:Companies like ours want to spend time in the classroom and we are always looking for opportunities to expose students to our software. Schools can partner with a range of organisations to bring benefits of digital technology into the curriculum. Although sometimes patience is required in working with industry, particularly with start-ups, which have fewer resources but are often the companies working on the most innovative technology, these connections can also provide an opportunity for you, as a teacher, to get in early and get your ideas heard.Take it a bit at a time:Some edtech has per-learner pricing so it becomes possible to try various activities with one or two classes, making some of the more complex technology more affordable.Invest in infrastructure: Good basic infrastructure, such as good connectivity, will be worth the investment as cloud-based edtech tools become the norm. The better the connectivity the more likely your students will be able to collaborate, communicate and get creative with learners and professionals around the world, as we all develop our skills and overcome the global challenges we face together. "
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Communication and Digital Learning

Digital Doorways Unlocking Scientific Potential

22 May 2018

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      string(4260) "available across the school.People matterHaving the right people, roles and skills in place is vital for the success of any changes in a school’s IT infrastructure, and we certainly practised what we now preach. At Pheasey we developed our team of expert and highly experienced education technologists who have many years of experience working in schools.One core member of our team is Dave Whyley. Before working independently as a leading education technology consultant in schools over the past eight years, Dave was the headteacher learning technologies consultant within Wolverhampton City Council’s education team. In the same way as we built the right team to achieve the level of excellence that schools deserve, we spend a lot of time establishing the right working teams and protocols across the MATs and in individual schools to drive and sustain change.We support schools through the part they find the most challenging: project management. We help them to set up achievable goals and get the right team in place. Identifying how long each stage will take are all necessary parts of the roll out.Ultimately, if this is done correctly the new technology infrastructure will do the ‘heavy lifting’ and staff workloads will be cut. The systems interconnected in this way will generate valuable operative data to inform practice and interventions, not just information for the sake of it. In fact, if the systems that a school currently uses don’t easily create the necessary data that teachers, school leaders and administrative team need, then it’s the wrong system. Just like in today’s business world -effective use of data is a key ingredient in these digital times.Innovation in Teaching and LearningSuccessful innovation is about changing a school’s practice; starting small with a core team to measure the impact before rolling this out across the whole school or MAT.Unlike theprevious two areas of focus, the innovation of teaching and learning requires lower levels of initial input followed by increasing attention by more staff as the innovation grows and takes hold.It’s not just about changing the hardware and software it needs a change in the whole team’s understanding of how technology has changed in schools. Let’s take computer science as one example. The compartmentalisation of this as a single subject is damaging as today, using technology is a way of working and living. If schools are preparing their students for their role in society utilising technology, it is essential that this involves completely embedded technology in all aspects of school life.Planning for the futureWhen you bring together the well quoted statistic that 65 percent of children entering primary school today will ultimately end up working in completely new job types that don’t yet exist1. and pair this with the pandemic, which has reminded us that we could be working anywhere in the world, it is certainly time that schools adapt to today’s rapidly evolving landscape.One part of this new landscape is the creation of a bridge between home and school, which supports continuous work, not just homework! It brings in technologies such as digital textbooks and marking systems. Schools that already had this in place spent the early weeks of lockdown with their students learning, rather than other schools who were having to rush to set up a remote learning infrastructure. In the past year we have experienced the potential benefits of hybrid working and it would be a waste to ignore this valuable opportunity.At Pheasey we are helping schools to use the government’s available funding to realise their vision. The potential impact is incredible. Seeing schools find new efficiencies in teaching and using technology effectively to ease everyone’s workload has been a pleasure to experience. We have recently received the funding for the second year of being an ‘EdTech Demonstrator School’ and look forward to hearing from any schools interested in exploring this exciting opportunity.Sally Lanni is Executive Headteacher  of the Elston Hall Multi-Academy Trust  in WalsallContact: postbox@pheasey.org.uk1.McLeod, Scott and Karl Fisch, Shift Happens"
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Applications and Software

Helping Schools Revolutionise Teaching and Learning With New Technology

14 May 2021

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