Learnosity Presentation at CALICO 2010

8/9/2019 Learnosity Presentation at CALICO 2010

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Jesse Markow

Learnosity Education Consultant, USA

www.learnosity.com


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Learnosity Voice is a clever and effective solution forlearning and assessment of spoken language.Proven to improve student results, motivation and

confidence.Using everyday technology phones, Internet, Skype.Used by governments, educators and industries across theglobe.Customers include Irish & Australian governments

The Open University, CambridgeAssessments, ETS, BTLFolens Publishers & more.

Learnosity Voice


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Why use a phone?

Natural interface.Widely available.

Familiar to students.Technology used as a tool not accessorizing education.Also available on iPod Touch & Skype.

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Learnosity TalkBack

Enable teachers to set spoken homework.Proven to increase student results, motivation &

confidence.Student makes a call (phone or Skype).Hears questions.Responds to question.

All responses are recorded.Teacher reviews online.Student views results andexemplars online.


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Learnosity Connect

Connecting students for moderated, recorded oneto one role play and discussion.Student Dials in.Paired with another student.Each gets their instructions for role-play.Students connected in phone call.

Teacher reviews conversationand marks on website.

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Teacher Website Learnosity TalkBack

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Teacher Website Learnosity Connect


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Le@rning Federation MALL Project

Learnosity partnered with The Le@rning Federation for the MobileApplication for Language Learning (MALL) Project.The MALL project used Learnosity Voice in 13 schools across three

Australian states: South Australia, Tasmania and Victoria.Targeted 250 (Year 9 & 10) students learning the Indonesianlanguage.The project sought to establish:

the viability of the MALL approach for teaching

and learning of languages.

if the approach improved language skills

of participating students.

if there was potential for broader-based implementation of the Learnosity Voice.8


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MALL FindingsGain in the mean scores as reported by MALL.

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MALL Study Findings

Improved Aspect % Students

Speaking 76%

Listening 71%

Overall 74%

Confidence 65%

Absolutely perfectly. It can provide an

authentic language experience

blown away by improved confidence.

Not afraid to speak in front of others. Weak

students; boys in particular.

Source MALL Project Report 2009


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MALL Recommendations

That this approach to learning languages and other subjects

be explored for broader implementation.To enable students to use their own mobile phones.

Full implementation of the program by extending the timelength.Continued development of content.

Help schools expand their technology,for example high-speed broadbandcapability.


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FN Project

Learnosity partnered with the NCCA for FN.Focus solely on learning of Irish language

using Learnosity Voice.In total 16 teachers & 368 students from six

post-primary schools took part.

Student Usage:

Students listened to & spoke Irish for 882 hours.15,374 calls were made by students.

42 calls per student.*2.5 hours of talk time in the 11 wks per student.*Students made calls as late as 11pm &6am.The highest user made 272 calls or 4 calls per day inc. weekends.Students continued to use Learnosity Voice after the project at their own

cost.* Average


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FN Study Findings

Skill Result

Student Feedback

Improved Irish 73%

Like to continueusing FN

72%

Recommend forother students 94%

Enjoyed FN 88%

Using Irish moreafter FN

78%

Teacher Feedback

Has impactedAssessmentmethods

6

3%

Good for oralpractice

100%

Students nowenjoy learning

88%

Very Good

Speaking Skills

75% * (up from

27%)

At the Christmas exams, last year, before Istarted the project I got 64% but because of the

FN project, I got 86% in my summer exams.

I found that our top students polished off their

Irish, our middle of the road students improvedbut our less academic improved most

noticeably.

Being able to talk to someone in Irish has

improved my confidence and speaking skills.

Its nice to hear students you wouldnt usually

hear too much in class talking on the

recordings.


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Oracy

American Council on the Teaching of Foreign Languages (ACTFL)

Knowing how, when, and why to say what to whom

Teachers of English to Speakers ofOther Languages

Goals, Standards, Descriptors, Sample Progress Indicators, Vignettes

World-class Instructional Design and Assessment (WIDA)

Standards, Proficiency Levels, Domains

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CEFRL

Common European Framework of Reference for Languages

Action oriented approach:

General competences for an individual.

Communicative language competence.Language activities.

Domains.

Task, strategies, texts.

Common reference levels of language proficiency.

Language testing and teaching.

L

anguage assessment.

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Common Core State Standards

Posted on http://www.corestandards.org/ on June 2, 2010

Key Points In English Language Arts

Speaking and Listening

The standards require that students gain, evaluate, and present increasingly complex

information, ideas, and evidence through listening and speaking as well as through media.

An important focus of the speaking and listening standards is academic discussion in one-on-one,

small-group, and whole-class settings. Formal presentations are one important way such talk

occurs, but so is the more informal discussion that takes place as

students collaborate to answer questions, build understanding,

and solve problems.

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Key Points In English Language Arts

Language

Students will grow their vocabularies through a mix ofconversations,

direct instruction, and reading, determine word meanings, appreciate thenuances of words, and steadily expand their repertoire of words andphrases.

Students must be able to use formal English in their writing and speakingbut that they must also be able to make informed, skillful choices among the

many ways to express themselves through language.

Vocabulary and conventions are treated in their ownstrand not because skills in these areas should behandled in isolation but because their use extends

across reading, writing, speaking, and listening.

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Literacy in Other Subjects

Standards specify the literacy skills and understandings required forcollege and career readiness in multiple disciplines. Literacy standards forgrade 6 and above are predicated on teachers of ELA, history/social studies,science, and technical subjects using their content area expertise to helpstudents meet the particular challenges of reading, writing, speaking,listening, and language in their respective fields.

Grades 612 literacy standards supplement, not replace, content standardsin history/social studies, science, and technical subjects

States may incorporate these standards into theirstandards for those subjects or adopt them ascontent area literacy standards.

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English Language Arts Standards-Speaking and Listening Grade 5Comprehension and Collaboration.

1. Engage effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grade 5 topics andtexts, building on others ideas and expressing their own clearly.

2. Summarize a written text read aloud or information presented in diversemedia and formats, including visually, quantitatively, and orally.

3. Summarize the points a speaker makes and

explain how each claim is supported by reasonsand evidence.

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English Language Arts Standards-Speaking and Listening Grade 5(continued).

Presentation of Knowledge and Ideas

4. Report on a topic or text or present an opinion, sequencing ideas logicallyand using appropriate facts and relevant, descriptive details to support mainideas or themes; speak clearly at an understandable pace.

5. Include multimedia components (e.g., graphics, sound) and visualdisplays in presentations when appropriate to enhance the development of

main ideas or themes.

6. Adapt speech to a variety of contexts and tasks,using formal English when appropriate to taskand situation.

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English Language Arts Standards-Speaking and Listening Grade 5Conventions of Standard English.

1. Demonstrate command of the conventions of standard English grammarand usage when writing or speaking.

Knowledge of Language2. Use knowledge of language and its conventions when writing, speaking,reading, or listening.Vocabulary Acquisition and Use3. Demonstrate understanding of figurative language, word relationships,and nuances in word meanings.

4. Acquire and use accurately grade-appropriategeneral academic and domain-specific wordsand phrases, including those that signal contrast,addition, and other logical relationships(e.g., however, although, nevertheless, similarly,

moreover, in addition).

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For More Information

Mr. Jesse Markow

Email:[email protected]

Phone: 847-331-2538

www.learnosity.com

Thank You.

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Learnosity Presentation at CALICO 2010

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