Has anyone ever noticed how the cost of consolidation of data rises in proportion to the value that is delivered? Surely this has to be a new space for disruptive technologies to fix. Technology should really be democratising data availability and access in schools, breaking the paradigm that if you don’t have a big budget for strategic data consultants, you can’t see all of your data.
I have met a few schools that revel in the moment of being different to all other schools in the way they view data. The reality is that every schools has the same data, or near to. Where the only advantage comes from is how fast schools can see into their data and then do something about what they see.
I think technology has lost sight of what it is supposed to be doing in education. It is supposed to be making a difference to teaching and lerning outcomes.
Practice Writing online to baseline student writing skills
Online writing testing is a new experience this year
This year, many students will be doing their first online NAPLAN writing test. All of a sudden students have to think, plan and type to get their story written. We have created a whole series of writing questions teachers can quickly assign to students to practice. Scribo manages the student writing space in a controlled environment where full, partial or no assistance can be set. Scribo gives students an interactive online writing experience where they can practice. Teachers of course have the famous Scribo writing analysis prepared for them at cohort and student levels.
Ask us about quick deploy options
Scribo can be linked and set to go within hours. There are online course for you to follow that guide you through the complete writing / analysis / remediation path.
STEP 1 Pre loaded scaffolds for Narrative and Persuasive texts are ready to assign.
STEP 2 Students create their responses on line with or without scaffold guidance.
Teachers have an immediate breakdown of cohort and student baseline skills.
Choose your teachable
What it means for you
Teachers get a view into where writing skills need help
Scribo is famous for its writing analysis capabilities. As soon as students have handed in their work, teachers have instant metrics on where to target their teaching. If you have not seen Scribo, have a look here.
Get students ready for online diagnostic writing tests
Writing online is different to pen and paper. Research shows in many ways the pen is mightier and more manageable than a keyboard. Students now have to think with their keyboard, a new experience that changes the game for many. Get students ready for diagnostic tests with pre loaded tasks and scaffolds. You can of course create your own.
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There are really only 26 days in January – well up to and including Australia Day when Australia wakes up. As Australia hits the reset button and starts work on Jan 28, we thought we would craft our predictions for the future of Education, one for each of the 26 days of January. One Letter a day to think about. In keeping with the famous 12 days of Christmas Carol, excluding the harmony, there are 26 challenges we all face in Education. Maybe there are more? I would love to hear your thoughts. You might even re-claim one of the 26 letters from me!
A – Access to the Internet is the foundational future of business and work. The NBN or private Enterprise will fix access for all, one day.
B – Books will remain in vogue for another few years, mainly because people don’t really read anymore, including on-screen, so why change?
C – Commercially printed educational content will reach a use by date of 1 Jan.2020 – there we called it!
D – Data is the high-emission, large footprint exhaust jettisoned from every online interaction. This data exhaust will recombine as the eco-fuel of personalised education and education strategies.
E – Educators will be accountable for student outcomes.
F – Free is not the future of online education.
G – Global access to education will determine the future of economic and social stability.
H – Heutagogy will be driven by shifting labour opportunities.
I – Individualised, expert tutor instruction will replace low performing classrooms.
J – Juxtaposition and Just now strategies will help to calibrate personalised learning for students.
K – Knowledge will recombine and amplify from shared heuristic data analysis.
L – LMS systems are dead – they ended effective life years ago. No-one has told them yet.
M – MOOC tutoring and assessment services will re-bundle and deliver recognised and credentialed qualifications.
N – Numeracy remains a huge challenge for many Adults in the emerging nations of the world.
O – Outcomes of learning will self-align to labour-market needs, rather than ‘new’ bureaucratic curriculums.
P – Philanthropic funded endeavours will educate the world’s populations before governments and politicians do.
Q – Quantitative progress and visibility into the classroom will replace creative ‘sense-based’ reporting.
R – Research in education will be driven and measured by timely initiatives rather than decades of academic parlance.
S – Standardised testing will reduce. One size no longer fits all.
T – Technology will better assist teachers to help students rather than replace them. AI will get better at structured intelligence.
U – Universities will continue to overprice themselves through an insatiable appetite for money, averages, car parking fees and wealthy students.
V – Vocational Education Training will become so un-regulated, qualifications will be meaningless.
W – Written language and literacy capabilities will forever be in high demand.
X – Xerox copiers will pump out paper for another 20 years or until AI incorporates General Intelligence.
Y – Yielding to education system bureaucrats and politicians will end.
Z – Zealots will never get to teach soft-skills, mainly because they don’t have any themselves.
Using Data in Schools
Traditional costs and benefits of data analytics in K-12 education needs disruption
Using Scribo to practice online writing and baseline student skills
There are 26 days in January to think about the A-Z future of Education
K-12 leaders and teachers want quicker insights and alerts from their learning data silos – delivered to them
The crucial last-mile of learning ‘analytics’ delivery.
Scribo Insights on Student Writing – before you read!
K-12 leaders and teachers want quicker insights and alerts from their learning data silos – delivered to them
Schools create volumes of diverse data in school management, cloud and learning systems every day. Across multiple online systems and manual collection efforts, learning data grows at an exponential rate. Most times, key learning data is never unified. Sadly, this is the Greek tragedy of data in schools. The real hero, learning evidence, capable of helping every teacher personalise student growth and learning, is rendered powerless by its inability to be unified. The catastrophe? Teachers must work harder to understand each student’s learning need without unified assistance from existing data sources.
SIS, LMS and formative assessment platforms collect hundreds of thousands of learning data transactions. NAPLAN , PAT and ALLWELL contribute many more thousands of point-in-time learning records. Cloud delivered systems like O365, Google and Mathletics collect volumes of learning data hourly. Clearly data supply is not the issue, consolidated data delivery and visibility is. Here’s the hint; this is the main causal factor of the tragedy.
Right now, consolidated data delivery and visibility is still a big challenge for schools. How do schools leverage all the learning data they have ‘everywhere’ into a clever ‘thought-support’ capability for teachers? Can technology unify multiple data sources to augment insights and instincts? Can this information find leaders and teachers to answer their unique questions? The answer to all of these questions is yes, when you approach the challenge the right way.
It’s critical that school leaders think about data strategies as a journey rather than a single destination or one off project. No school ‘does analytics’ in one pass and if they do, they only have one, often disappointing, pass at it.
Implementing an active data strategy that lets teachers find opportunities and issues quicker, collect stronger data and then share all data, needs leadership support and guidance. You really can’t expect to move from ad hoc data use to automated data analytics in one pass.
Using learning data to quickly identify issues, understand trends and measure success is what teachers and leaders want. The framework to execute and support this must combine three important ingredients; organic interest, teacher PD and a technical ability to deliver. We believe delivering new initiatives the ‘last mile’ is the biggest risk that every ‘system’ initiative faces.
How do you deliver an integrated data capability and culture the last mile?
The most effective risk mitigation strategies focus on internal adoption, inclusion in the process and efficacy, all more important than a cackle of data consultants.
Start by being tactical. We can recommend six points schools should consider when thinking about creating or extending an environment to start a data culture that uses data and evidence to support teaching and learning.
Insist on agile and economic capabilities in preference to expensive bespoke analytic projects. When disparate data sources come together, it often takes a bit of time to learn where the relationships are and then where the true value is. Iterations need to be quick and economic to run and re-run. When your future state starts with a huge budget, the future can be fragile. If you over-engineer what you think you need, you will be disappointed. If you find yourself writing detailed specifications, hit reset. Remember the data itself and the BI tool does not create any real IP. In this data capability context, the IP (intellectual property) is created from engagement, culture and efficacy around using data to improve teaching and learning.Always expect that 90% of the time, you will continue to rely on your cognitive intelligence to rationalise data stories and findings.
Understand the dimensions, importance and weighting that should be applied to each of the data sources you have. Too much fuss is often made over obvious data, simply because it’s simple to access and easy to understand. Have a good think, learn from others. You can duplicate without having to replicate. You don’t want people off piste with half-truths.
Think about how you could collect more granular data through better processes and how to bring this data into the mix. If you don’t collect data at the right level of granularity, the data is of limited use. Do you have gaps in your data collection processes?
Ensure data insights and alerts find your leaders and teachers in their context, not the reverse. Gaining insights into data should not become a new burden or need further academic qualification. When learning data is easy to use, teachers use it.
Deliver a simple teacher-driven ability to personalise inquiry and alert scenarios. Avoid building one size fits all chart strategies. Everyone must chant ‘data must come to me’. Save everyone from being an over or underwhelmed user.
Don’t get caught up re-working and transforming data, you will never stop once you start. Work and build data ‘as it is’ letting the system support the range of data diversity. Focus your time thinking about what you want to know leaving your data platform to cope with diversity.
If you are looking for a platform to transform your data silos into a single source of learning evidence, take a look at Literatu Learning Ledger and watch the simple explanatory video.
www.literatu.org/ledger Video : When Data met Sally
The last-mile of learning ‘analytics’ delivery.
Teachers make the biggest impact on learning when they have the right information, all the time. It’s 2018 last time I looked and this is a simple idea. Having an ‘all the time’ capability of access and insight across all teaching and learning data is what every educator wants, needs, deserves…. What are the options?
Teaching and learning data has become a critical input into school improvement programs. Knowing where more effective and efficient programs can be implemented needs clarity and speed of evidence to support teacher instincts. Getting a flexible and ‘current’ data capability into the hands of teachers remains atop of the most wanted and still elusive list for many schools. Whoops, I should have included the concept of economy as well.
Some schools have structured some of their school data into BI platforms. From what we see and hear, many of these schools are yet to deliver these ‘dashboard’ systems the last mile, that is right into the hands of every teacher in their specific teaching and learning context. Delivering the last mile is complete when teacher adoption and ownership drives the initiative. Delivering the last-mile to teachers is what we all need to focus on as well as the cost of doing so. By the way, BI is an acronym we use in a generic context rather than in reference to a product.
Many schools aligned to BI platforms have linked admin data like SIS systems that span many areas, even scheduled maintenance. As one Principal recounted, ” we have managed to build an expensive rear-view mirror that our drivers are not looking into. They actually wanted a new heads-up display.”
For people that don’t necessarily understand the ‘learning data’ conversation, they should think about how they learn and realise that every place where there’s a feedback loop likely presents opportunities to apply automated learning technology to collect and surface meaningful data. Save the innovation thought for teaching because there are now recombinant platforms that allow teachers to collect and surface meaningful data to support teaching. Literatu Learning Ledger is a great example.
Megabytes of meaningful and current learning data is found in dozens of surrounding systems like Canvas, Mathletics, Flourishing, Mathspace, Edrolo, Essential Assessment and the routine PAT series. Most of this data is not unified into a single view or BI initiative. We have found over 30 learning and pastoral sources of data in schools, many critical if you ever wanted to look at a whole-of-student view, that simply don’t make it onto the BI radar. All of these integrations into BI would be expensive and laborious to maintain. Add a new data source and the BI data team starts again.
Personally, I think much of what BI is doing out there in schools is akin to what Powerpoint does in meetings. It makes a few points, has nice UI transitions and charts and pretty much sends everyone to sleep when the room is dim. Many teachers are conservationists at heart, saving their energy for the next big idea every time they hear the word ‘analytics’. Teachers know data is important to inform teaching and learning, they just don’t see pre-configured charts helping them improve student learning in their daily context. We do acknowledge that there is a layer of every school’s team that loves BI charts, we get that too.
Delivering data ‘the last mile’ means getting every teacher involved, cracking the ‘keep it simple’ mantra around access and personalising insights for each teacher. Value to the teacher must emerge through a whole-of-student view. The ‘last mile’ of delivery is where data has to really work for each educator.
The step up from BI, is AI where data works much harder and smarter. Do teachers see the average grade chart, (after they have just done the grading), or do they get an alert identifying where the learning gap is widening for specific skills? I think the later is their need and preference. These are the big challenges we are working hard to solve without introducing another thing to do or another system to learn. No one needs that. Teachers ask us for data that comes to them. That’s the difference we see as the one worth making.
We are on a mission to give each educator a unified whole-of-student view of engagement, performance, learning and growth in the simplest and most engaging way possible. Welcome to Learning Ledger. Ledger is alive and well and set to go for every school. We already have great data integrations that turn on with Ledger and a heap of opportunities to open more data sources along with personalised student and parent learning ledger views.
Join the Evolution!
“If data is not about improving learning and teaching in a class or student context, why are teachers looking at it?”
Mark Stanley Sept 12, 2018
Get Insights before you Read?
As a former English teacher, I’ve spent many hours over many weekends putting feedback on students’ writings. As time-consuming as this was, I knew it was important. Among the best things that came from the experience of reading a class set of texts was the shortlist of notes I jotted down when I noticed some common issues or skill gaps. These could range from the correct use of semi-colons to strategies for using transitions between paragraphs or the more subtle arts of drawing inferences from quotations rather than just repeating their main ideas.
As bleary-eyed as I might be, I returned to school enthusiastically, knowing that I had specific ways to help students improve their writing. I never dreamt that someday I would be able to get such insights and examples without reading a single papers. But with Scribo, you can! Let me explain…
Insights and Work Samples > Possibilities for Targeted Teaching
As soon as students have submitted their digital texts (from any sources such as their hard drive, Google Docs, Word or even PDFs), you click on the report button. This sets Scribo into action and it applies over 30 analytics and AI routines across every word, sentence ad paragraph for each text. Imagine how low it would take you to do such a thing. Scribo typically does it in 3-4 minutes for the whole class. There are literally dozens of insights and text samples teachers can use, but here are my favourites so far:
Quickly see how “on-topic” students are. If many students haven’t addressed the topic deeply or broadly enough, you can have a quick brainstorming session on how to address more aspects of the topic.
Sometimes the number of paragraphs is significant, one click sorts the class list by paragraph count. A quick look at those with too many or too few paragraphs provides a teachable moment with anonymous sample texts.
Explore the range of vocabulary used by students and see some of the “fancier” words in the very context of the sentences in which they were used. This is a great assist when students are turning to the Thesaurus and might need help refining their understanding and usage of the words.
Cohesive words are what Scribo calls conjunctions, connectives and transitions. A very handy “Cohesive Explorer” divides a list of hundreds of cohesives into common and advanced groupings. Common cohesives are the basic connectives, whereas Advanced cohesives connote such advanced ideas as concessions, clarifications and inferencing. Once students have learned the basic structure of body paragraphs in informative or persuasive essays, using the Cohesive Explorer really empowers them to show their more sophisticated thinking by prompting them with possible alternatives.
If you haven’t tried Scribo yet, get in touch. We have a great sandbox site where you can try out all of Scribo’s features with a range of pre-loaded texts.