Monthly Archives: March 2016

U.S. Education Market Snapshot: English Language Learners (ELLs)

The Early Days

In the 1960s, Victoria Porras attended Melrose High School in Massachusetts as an exchange student from Bogotá, Colombia. She was far from home. Her host family, teachers, and new schoolmates were friendly and eager to help, but the everyday English spoken in the Boston area is accented, idiomatic, and studded with acronyms.

Victoria decided then that she would find a way to help other exchange students navigate spoken English. The idea of Victory Productions grew from that experience.

When Victoria established Victory Productions in 1995, its mission was to develop educational materials to teach English as a Second Language (ESL), but she found that what the market wanted was Spanish translation. Only later did the market recognize the need for materials dedicated to English Language Learners (ELLs).

The ELL market has certainly changed since those early years. Most early programs focused on teaching English language skills so students could learn in the mainstream classroom. The products offered to the market were Spanish student editions, bilingual student editions, and supplemental programs designed to build English reading skills. Today’s market, however, is different.

Today’s Market for English Language Learners (ELLs)

The U.S. Department of Education recorded 4.85 million English language learners (ELLs) enrolled in public schools in the academic year 2012–2013. ELLs attend public schools in all 50 states, so the market is national. As shown in the map below compiled by the Office of English Language Acquisition (OELA), the greatest populations of ELLs (by percent of total enrollment) are in southwestern states. In 2012, there were six states with a 10% or higher density of ELLs: California, Texas, Nevada, Oregon, Colorado, and New Mexico. On the east coast, only three states—Florida, New York, and Virginia—ranked in the top fifteen states in ELL student density.

U.S. State Map of Highest Density of English Language Learners (ELLs)
Continue reading

metacog Building Its Deep Learning Analytics Platform with Databricks

Victory’s spinoff metacog was just featured in a blog post by Databricks, a company founded by the team that created Apache Spark, a powerful open-source data processing engine. See the Databricks blog post below.

metacog has been hard at work releasing new capabilities of its learning analytics platform, while at the same time enhancing existing capabilities. If you offer subscription-based products, you know that your customers expect continuous improvement. With metacog, we partner with you to deliver new capabilities in deep learning analytics that you can easily integrate into your products to generate new data-driven business models and revenue streams.

Why data analytics for adaptive and competency-based learning is so challenging

You may have seen many companies offering data analytics applied to learning products. If you look closely, most of the time what is offered is “administrative-level” data and simple scoring data:

  • Time-on-task data – How long did learners use the interactive?
  • “Attendance” data – Did learners participate?
  • SCORM-compliant scores reported to a learning management system (LMS) – How well are learners doing?
  • Simple score reports – How many right, how many wrong?

It turns out that in order to improve anything, you have to be able to measure it, but so far in education we have been measuring the wrong thing – the final answer.

This explains why scoring is the key issue. In the past, most open-ended assessments had to be human-scored. And this greatly reduces the frequency with which teachers and professors assign open-ended assessments. Yet it is open-ended tasks that best assess the ability of a candidate to perform well in today’s job market.

Why metacog is different

Continue reading

Instructional Design 101

Before we plunge into instructional design, let’s step back. What does it mean to design? Here’s the definition, according to Merriam-Webster:

Design

1. to create, fashion, execute, or construct according to plan: devise, contrive

2. a: to conceive and plan out in the mind

b: to have as a purpose: intend

c: to devise for a specific function or end

Design is applied in many fields. Engineers design, construct, test, and refine solutions to problems. Fashion designers bring art to life in clothing, jewelry, and accessories. And then there’s user interface design, video and film design, marketing, and even publishing. In educational publishing, design often refers to graphic design—envisioning and creating the visual look and feel of a book or product. However, graphic design is just one small part of another field of design essential to creating educational materials—instructional design.

Instructional Design Models

Over the years, numerous instructional design models have been developed that serve as frameworks for modules or lessons, by:

  • increasing and/or enhancing the possibility of learning, and
  • encouraging the engagement of learners so that they learn faster and gain deeper levels of understanding.

Instructional design is the systemic process by which instructional materials are designed, developed, and delivered. Instructional design creates a learning environment that is focused on the learner, with an organized structure for content and activities designed to achieve specific learning objectives. This involves applying educational research and teaching practice to craft curriculum and instructional materials aligned to those objectives, thereby improving learning outcomes.

You often hear about instructional design in the context of technology—specifically, digital learning experiences. But the primary goal of instructional design is not the use of technology—it’s good instruction. Technology is just one tool that can be employed to achieve the larger goal: to improve learning outcomes.

The ADDIE Model

One of the earliest instructional design models, ADDIE, includes these five phases:

Continue reading