News & insights

  • INFOGRAPHIC (Vietnamese): A beginner’s guide to PTE Academic

    Pearson Test of English Academic (PTE) là bài thi tiếng Anh quốc tế được công nhận trên toàn cầu.

    PTE giúp đánh giá trình độ tiếng Anh của thí sinh nhanh nhất và linh hoạt nhất, dùng để xét tuyển đại học.

    Bài thi là một trải nghiệm tuyệt vời cho người học tiếng Anh, giúp họ chinh phục các mục tiêu một cách chuyên nghiệp.

    Truy cập thông tin về PTE ngay tại đây. 

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  • INFOGRAPHIC (Thai): A beginner’s guide to PTE Academic

    แบบทดสอบ Pearson Test of English Academic(PTE) คือแบบทดสอบวัดระดับภาษาอังกฤษโดยเป็นที่ยอมรับกันทั่วโลก

    แบบทดสอบ PTE ใช้วิธีการวัดระดับความสามารถทางภาษาอังกฤษที่รวดเร็วและยืดหยุ่นเพื่อการสมัครเข้าศึกษาในระดับมหาวิทยาลัย

    นอกจากนี้ PTE ยังเหมาะสมสำหรับยกระดับผู้เรียนภาษาอังกฤษเพื่อการทำงานอย่างเป็นมืออาชีพ

    ข้อมูลอินโฟกราฟิกด้านล่างได้ทำการสรุปสิ่งที่คุณควรรู้เกี่ยวกับแบบทดสอบ PTE 

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  • INFOGRAPHIC: A beginner’s guide to PTE Academic

    The Pearson Test of English Academic (PTE) is a globally recognised English language assessment test.

    PTE provides test takers the fastest and most flexible way of proving their English language proficiency for university admissions.

    It is also ideal for helping English language learners in their pursuit of professional excellence.

    The infographic below outlines everything you need to know about the PTE. 

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  • Dữ liệu và phân tích đang thay đổi cách chúng ta học tiếng Anh như thế nào

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    Với nhu cầu học tiếng Anh ngày càng gia tăng trên khắp châu Á, những đổi mới trong công nghệ học tập đang làm thay đổi cách các nhà giáo dục trong khu vực đối mặt với thách thức trang bị cho những người không phải là người bản ngữ một trình độ tiếng Anh vừa đủ để thành công trong học thuật cũng như trong công việc.

    Chức năng học tập có sự hỗ trợ từ công nghệ tăng cường cho phép giáo viên thu thập và phân tích hiệu quả học tập của học sinh gần với thời gian thực, đồng thời sử dụng dữ liệu đó để tuỳ chỉnh trải nghiệm học tập. Chức năng này có ảnh hưởng sâu sắc đến cách thức giáo viên và học sinh tiếp cận việc giảng dạy tiếng Anh (ELT), đồng thời mang lại lợi ích cho những người đam mê học tiếng nhất trong khu vực.

    Ông Stuart Connor, Giám đốc Pearson châu Á phụ trách quản lý chất lượng và đánh giá cho biết: Các nền kinh tế mới nổi như Việt Nam và Thái Lan có “nhu cầu và khao khát học ngôn ngữ đặc biệt lớn”, chủ yếu do quan điểm cho rằng việc có khả năng hiểu và giao tiếp bằng ngôn ngữ khác, đặc biệt là tiếng Anh, là động lực mạnh mẽ và chủ yếu cho sự thăng tiến trong công việc.

    Chính phủ của cả hai quốc gia này có nhận thức khá rõ rệt về nhu cầu này và đang xây dựng những chương trình giảng dạy và dạy nghề tiếng Anh nhằm cung cấp cho công dân của họ những hỗ trợ cần thiết để phát triển trong một nền kinh tế toàn cầu. Họ “nhận thức sâu sắc về tầm quan trọng của tiếng Anh đối với sự thịnh vượng trong tương lai, thúc đẩy nền kinh tế đang trên đà phát triển và thu hút thêm đầu tư trực tiếp từ nước ngoài,” Stuart nói thêm.

    Và tất nhiên, các bước chuẩn bị cho người học tiếng Anh đón nhận một tương lai thành công bao gồm chuẩn bị các tài liệu, môi trường học tập và bằng cấp phù hợp. Vẫn theo ông Stuart, cần thiết lập các chuẩn đối sánh thành công cao, chẳng hạn: sử dụng tài liệu dựa trên các tiêu chuẩn tiếng Anh quốc tế (Tiếng Anh là Ngôn ngữ Thứ hai) và hướng tới trình độ B1, hoặc trung cấp, được đo lường trong Khung Tham chiếu chung Châu Âu (CEFR).

    Đào sâu phân tích dữ liệu

    Chúng ta biểu dương tinh thần của những mục tiêu đầy tham vọng nhưng cũng không quên đặt ra những câu hỏi dưới đây:

    • Học sinh bắt đầu hành trình học ngôn ngữ ở cấp độ nào?
    • Có đủ thời gian để học sinh đạt đến trình độ kỳ vọng trước khi tốt nghiệp hay không?
    • Giáo viên có đủ trình độ hoặc kỹ năng để có thể truyền dạy các kỹ năng cần giảng dạy hay không?
    • Giáo viên có đủ tài nguyên cần thiết để có thể thúc đẩy cải tiến hay không?

    Vì vậy, việc thu thập và phân tích dữ liệu học tập, năng lực, trình độ là một hợp phần ngày càng quan trọng trong tập hợp các công cụ của nhà giáo dục. Bà Kayo Taguchi, Quản lý Danh mục ELT của Pearson Châu Á cho rằng: Nhu cầu của học sinh là khác nhau, nên việc có lộ trình học tập riêng cho mỗi học sinh là rất quan trọng. Biết được chính xác trình độ thực sự của mỗi học sinh và đặt mục tiêu tiến bộ rõ ràng trong một khoảng thời gian cụ thể là chìa khóa để quản lý sự phát triển ngôn ngữ của họ.

    Bà nói thêm: “Mỗi người học với một tốc độ khác nhau. Trong cùng một lớp học, bạn có thể có người học nhanh, người học chậm. Mỗi học sinh lại có thể mạnh và khó khăn riêng cần được xác định rõ”.

    Chúng ta có thể thực hiện điều này nhờ thu thập và phân tích dữ liệu liên tục, cho phép xác định điểm mạnh và điểm yếu ở cấp độ chi tiết nhất. Khi thông tin này được đánh giá trong quá trình học tập, nó sẽ giúp tạo ra một vòng phản hồi cho phép xây dựng trải nghiệm học tập độc đáo, tuỳ chỉnh và hiệu quả cho học sinh. Stuart lưu ý thêm: “Đưa ra phản hồi cho việc dạy, học, đánh giá là một chu trình tiếp diễn.”

    Theo Kayo, việc có mức độ hiểu biết sâu sắc là chìa khóa để giữ lửa học tập cho những học sinh nhiệt tình và hăng hái. Bà cũng cho biết: “Việc có thể xác định điểm mạnh và khó khăn của từng cá nhân sẽ giúp các nhà giáo dục tiếp thêm động lực học sinh,” và rằng môi trường học tập có công nghệ hỗ trợ là vô cùng hữu ích cho quá trình này.

    Tương lai của việc học ngôn ngữ

    Vậy, công nghệ hỗ trợ cho các nhà giáo dục trong công cuộc dạy học tốt hơn như thế nào? Stuart cho biết: “Pearson sử dụng rất nhiều công cụ, bao gồm cả trí thông minh nhân tạo, để thu thập và phân tích dữ liệu về quá trình học tập để giải mã các mẫu và tạo ra chân dung của một lớp học cũng như của từng học sinh theo quy mô và tốc độ học tập khác nhau.

    Việc Pearson sở hữu các năng lực phân tích dựa trên dữ liệu có nghĩa là họ có khả năng thu thập các chi tiết cụ thể cũng như trình bày thông tin nhanh chóng và theo cách mà giáo viên có thể hiểu được. Sau đó, họ có thể sử dụng kiến thức đó để đưa ra quyết định tốt hơn liên quan đến cách thức dạy học, cách họ tập trung và quản lý phương pháp tiếp cận mỗi người học.

    Ví dụ: Pearson sử dụng công nghệ học máy để chấm điểm nhanh chóng và chính xác các bài kiểm tra cũng như phân tích hiệu quả học tập của học sinh theo các kỹ năng độc lập, thậm chí theo các kỹ năng nói khác nhau. Nếu học sinh có điểm yếu, ví dụ như: chỉ có thể nói ở một trình độ nhất định trong một ngữ cảnh nào đó, học sinh sẽ nhận được phản hồi và gợi ý, nhờ đó, các phần cụ thể của chương trình học có thể giải quyết hiệu quả điểm yếu này ở cấp độ kỹ năng tương ứng. Tất cả công việc đều có thể thực hiện nhờ vào công nghệ mà không cần có sự can thiệp của con người.

    Các nhà giáo dục cũng sẽ có khả năng gây ảnh hưởng tới công tác đào tạo, thu thập dữ liệu và phân tích hiệu quả học tập từ xa - những khả năng đang dần trở nên quan trọng hơn. Stuart cho biết: “Chúng tôi phải thay đổi hoàn toàn phương pháp giảng dạy của mình do đại dịch COVID-19, chưa bao giờ chúng tôi phải chạy hết tốc lực và chuyển sang phương thức học từ xa và học trực tuyến như bây giờ”.

    Pearson đang thích nghi với thực tế mới của một thế giới có mức độ kỹ thuật số ngày càng cao bằng cách tích hợp đánh giá vào các khóa học. Bạn có thể truy cập kỹ thuật số các khoá học này thông qua các nền tảng học tập của công ty.

    Cuối cùng, rõ ràng rằng, dù thế giới có thay đổi ra sao khi chúng ta bước vào trạng thái “bình thường mới", thì ảnh hưởng của công nghệ và dữ liệu đến ngành sư phạm là có thật và còn mãi.

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  • ข้อมูลและการวิเคราะห์ข้อมูลกำลังเปลี่ยนแปลงวิธีที่เราเรียนภาษาอังกฤษอย่างไร

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    ในขณะที่การเรียนภาษาอังกฤษกำลังเป็นที่นิยมเพิ่มขึ้นในเอเชีย นวัตกรรมด้านเทคโนโลยีการเรียนรู้ก็กำลังเปลี่ยนแปลงวิธีที่นักการศึกษาในภูมิภาคดังกล่าวใช้เพื่อรับมือความท้าทายในการเสริมความชำนาญอันจำเป็นต่อผู้ที่ไม่ใช่เจ้าของภาษาทั้งในบริบทของสถานศึกษาและวิชาชีพ 


    บทบาทที่เพิ่มขึ้นของการใช้เทคโนโลยีเพื่อส่งเสริมการศึกษา ซึ่งทำให้ผู้สอนสามารถรวบรวมและวิเคราะห์ผลการเรียนของผู้เรียนได้ในแทบจะทันที และสามารถใช้ข้อมูลดังกล่าวเพื่อปรับรูปแบบการเรียนรู้ให้เหมาะสม ทั้งหมดล้วนส่งผลต่อวิธีที่ผู้สอนและผู้เรียนใช้ในการสอนภาษาอังกฤษ (ELT) และกลุ่มผู้เรียนภาษาที่มีความแข็งขันซึ่งอยู่ในบางพื้นที่ของภูมิภาคกำลังได้รับประโยชน์จากเรื่องดังกล่าว   


    ประเทศเศรษฐกิจเกิดใหม่อย่างเวียดนามและไทยกำลัง “เกิดความต้องการและความกระหายด้านการเรียนภาษา” ด้วยตระหนักว่าความเข้าใจและความสามารถในการสนทนาภาษาเพิ่มเติมโดยเฉพาะภาษาอังกฤษ ถือเป็นปัจจัยสำคัญต่อความก้าวหน้าทางอาชีพ อ้างอิงตามคำกล่าวของคุณสจ๊วต คอนเนอร์ ผู้อำนวยการฝ่ายคุณวุฒิและการประเมินของ Pearson Asia

     
    รัฐบาลของทั้งสองประเทศตระหนักถึงความต้องการดังกล่าว และกำลังเปลี่ยนแปลงหลักสูตรภาษาอังกฤษและอาชีวศึกษา เพื่อมอบความช่วยเหลือที่จำเป็นแก่ประชาชนเพื่อเป้าหมายแห่งความเจริญก้าวหน้าในเศรษฐกิจโลก ประเทศดังกล่าว “เล็งเห็นถึงความสำคัญของภาษาอังกฤษที่มีต่อความสำเร็จในอนาคต ซึ่งจะช่วยขับเคลื่อนเศรษฐกิจให้เติบโต และดึงดูดการลงทุนโดยตรงจากต่างประเทศให้เพิ่มสูงขึ้น” คุณสจ๊วต กล่าว 


    อย่างไรก็ดีการเตรียมตัวผู้เรียนภาษาอังกฤษเพื่ออนาคตที่สดใส จำเป็นต้องอาศัยความเหมาะสมทั้งในด้านสื่อการเรียนการสอน สภาพแวดล้อมการเรียนรู้ และการประเมินคุณวุฒิ อันประกอบด้วยการกำหนดเกณฑ์มาตรฐานระดับสูงเพื่อความสำเร็จ อาทิ การใช้สื่อการเรียนการสอนตามมาตรฐานสากลของ ESL (ภาษาอังกฤษในฐานะภาษาที่สอง) และการมุ่งเป้าไปที่ระดับ B1 หรือระดับกลาง ตามกรอบมาตรฐานความสามารถทางภาษาของยุโรป (CEFR) อันเป็นความเห็นของคุณสจ๊วต 


    เจาะลึกเรื่องข้อมูล

     
    อย่างไรก็ดีเป้าหมายอันแรงกล้าที่น่ายกย่องดังกล่าวมาพร้อมคำถามอีกหลายข้อ:  

    • ผู้เรียนควรเริ่มเรียนภาษาตั้งแต่ระดับใด  
    • มีเวลาเพียงพอที่จะผลักดันให้ผู้เรียนก้าวสู่ระดับทางภาษาที่ต้องการเมื่อจบการศึกษาหรือไม่  
    • ผู้สอนมีคุณวุฒิหรือความสามารถที่เหมาะสมในการถ่ายทอดทักษะต่างๆ ที่จำเป็นต้องสอนหรือไม่  
    • ผู้สอนมีสื่อการเรียนการสอนที่จำเป็นซึ่งช่วยส่งเสริมพัฒนาการหรือไม่ 


    ดังนั้นการรวบรวมและวิเคราะห์ข้อมูลด้านการเรียนรู้และความชำนาญทางภาษาจึงมีบทบาทสำคัญในฐานะเครื่องมือของนักการศึกษา ผู้เรียนแต่ละคนมีความประสงค์ในแบบของตน ดังนั้นเส้นทางการเรียนรู้รายบุคคลจึงเป็นเรื่องสำคัญ ตามความเห็นของคุณคาโย ทางุชิ ผู้จัดการฝ่ายดูแล ELT ของ Pearson Asia ดังนั้นการตระหนักถึงระดับความสามารถที่แท้จริงของผู้เรียน และการมีเป้าหมายที่ชัดเจนด้านพัฒนาการในแต่ละช่วงเวลา จึงมีความสำคัญในการจัดการด้านพัฒนาการทางภาษา  


    “แต่ละคนเรียนรู้ได้ไม่เท่ากัน ดังนั้นในชั้นเรียนเดียวกัน จึงมีทั้งผู้ที่เรียนช้าและเรียนเร็ว” คุณคาโย กล่าว “แต่ละคนมีจุดเด่นและจุดด้อยต่างกันไป และจำเป็นต้องรับได้ความใส่ใจ”  


    เราจะทราบได้ก็ด้วยการรวบรวมและวิเคราะห์ข้อมูลอย่างต่อเนื่อง ซึ่งทำให้เล็งเห็นถึงจุดเด่นและจุดด้อยโดยละเอียด เมื่อนำข้อมูลดังกล่าวเข้าสู่กระบวนการเรียนรู้ ก็จะช่วยสร้างวงรอบข้อคิดเห็นที่ช่วยให้ผู้เรียนได้รับประสบการณ์ด้านการเรียนรู้อันเป็นเอกลักษณ์ เฉพาะตัว และมีประสิทธิภาพ ดังที่คุณสจ๊วตระบุว่า “วงรอบข้อคิดเห็นของการสอน การเรียน การประเมิน ล้วนต้องดำเนินการอย่างต่อเนื่อง” 


    คุณคาโยยังกล่าวด้วยว่า ข้อมูลเชิงลึกลักษณะดังกล่าวเป็นกุญแจสำคัญที่ช่วยให้ผู้เรียนมีความกระตือรือร้นและมีแรงบันดาลใจในการศึกษาเรียนรู้ต่อไป “ความสามารถในการบ่งชี้จุดเด่นและจุดด้อยของผู้เรียนแต่ละคนจะช่วยนักการศึกษาในการสร้างแรงจูงใจแก่ผู้เรียน” คุณคาโย กล่าว อีกทั้งยังเสริมด้วยว่า สภาพแวดล้อมการเรียนรู้ที่มีเทคโนโลยีเป็นตัวช่วยถือเป็นสิ่งล้ำค่าต่อกระบวนการที่ว่า 


    อนาคตของการเรียนภาษา 


    เทคโนโลยีช่วยเหลือนักการศึกษาให้สามารถสอนได้ดีขึ้นอย่างไร “Pearson ใช้เครื่องมือหลายอย่าง ซึ่งรวมถึงเทคโนโลยีปัญญาประดิษฐ์ เพื่อรวบรวมและวิเคราะห์ข้อมูลในกระบวนการเรียนรู้ เพื่อถอดรหัสรูปแบบและสร้างภาพร่างของชั้นเรียนและผู้เรียนแต่ละคนได้อย่างรวดเร็วและในปริมาณมาก” คุณสจ๊วต กล่าว  


    ความสามารถด้านการวิเคราะห์ที่ขับเคลื่อนโดยข้อมูลของ Pearson ช่วยในการบันทึกรายละเอียดที่ครอบคลุม และนำเสนอข้อมูลได้อย่างรวดเร็วในรูปแบบที่ผู้สอนเข้าใจได้ง่าย ทำให้สามารถนำองค์ความรู้ดังกล่าวไปใช้ในการตัดสินใจให้ดียิ่งขึ้น ทั้งในด้านวิธีการสอน และแนวทางการใส่ใจและดูแลผู้เรียนแต่ละคน  


    ตัวอย่างเช่น Pearson ใช้เทคโนโลยีการเรียนรู้ของเครื่อง (machine learning) เพื่อวัดผลทดสอบอย่างรวดเร็วและแม่นยำ รวมถึงสามารถจำแนกผลการเรียนของนักเรียนแต่ละคนตามทักษะ ซึ่งจำแนกได้แม้กระทั่งทักษะการพูด และหากผู้เรียนมีจุดอ่อนในบางเรื่อง เช่น ในการพูดบางระดับภายใต้บางบริบท ระบบก็สามารถให้ข้อคิดเห็นและคำแนะนำว่าควรเน้นย้ำหัวข้อใดในสื่อการเรียนการสอนของหลักสูตรเพื่อเสริมทักษะดังกล่าว ซึ่งทั้งหมดถูกจัดการโดยอัตโนมัติผ่านเทคโนโลยี โดยไม่จำเป็นต้องมีผู้ใดเข้าไปจัดการ 


    นักการศึกษายังสามารถถ่ายทอดการสอน รวบรวมข้อมูล และวิเคราะห์ผลการเรียนได้จากระยะไกล ซึ่งเป็นคุณสมบัติที่กำลังมีความสำคัญอย่างมาก “เราต้องเปลี่ยนกระบวนวิธีการสอนโดยสิ้นเชิง สืบเนื่องจากการแพร่ระบาดของไวรัสโคโรนา จนทำให้เราต้องก้าวสู่การเรียนการสอนออนไลน์จากระยะไกลให้เร็วที่สุด” คุณสจ๊วต กล่าว  


    Pearson ได้ปรับตัวสู่วิถีใหม่แห่งโลกดิจิทัลที่เข้มข้นขึ้น โดยผสานการประเมินผลไว้ในสื่อการเรียนการสอนของหลักสูตร ซึ่งสามารถเข้าถึงได้ผ่านระบบการเรียนการสอนของบริษัทในรูปแบบดิจิทัล 


    ดังนั้นไม่ว่าโลกของเราจะเปลี่ยนแปลงไปอย่างไรในยุคของ “ชีวิตวิถีใหม่” เทคโนโลยีและข้อมูลก็ยังคงส่งผลต่อการเรียนการสอนโดยจริงแท้และไม่เปลี่ยนแปลง

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  • How data and analytics are changing the way we learn the English language

    As demand for English language learning continues to grow in popularity across Asia, innovations in learning technologies are changing how educators in the region are approaching the challenge of equipping non-native speakers with the proficiency required to succeed in academia and the professional world.   

    The increased functionality of tech-assisted study, which allows teachers to collect and analyse student performance in near real-time and use that data to customise the learning experience, is having a profound effect on how teachers and students are approaching English language teaching (ELT), and some of the region’s most enthusiastic language learners are benefiting.  

    Emerging economies such as Vietnam and Thailand have an especially “huge demand and appetite for language learning,” driven largely by the recognition that being able to comprehend and converse in another language, particularly English, is a powerful driver for, primarily, career advancement, says Stuart Connor, Pearson Asia’s Qualifications & Assessment Director.  

    The governments of both countries are recognising this demand and are shaping their English language and vocational curriculums to give their citizens the helping hand they need to prosper in the global economy. They are “acutely aware of how important English is going to be to future prosperity, to driving a growing economy, and to attracting more foreign direct investment,” says Stuart.  

    Of course, preparing learners of English for a successful future call for the right course materials, learning environments and qualifications. This includes setting high benchmarks for success, such as using materials based on international ESL (English as a Second Language) standards and aiming for a level of B1, or intermediate, level as measured in the Common European Framework of Reference (CEFR), according to Stuart.   

    Deep dive into data

    As commendable as these ambitious targets are, the following questions remain:

    • At what level are students starting their language-learning journey?
    • Is there enough time to get students to the level expected by the time they graduate?
    • Are teachers sufficiently qualified or skilled to be able to teach the skills that need teaching?
    • Do teachers have the resources they need to be able to drive improvements?  

    To that end, gathering and analysing learning and proficiency data is increasingly becoming part of an educator’s toolbox. Each student has their own needs, and it's important to have individual learning pathways, points out Kayo Taguchi, Pearson Asia’s ELT Portfolio Manager. Knowing exactly what a learner’s true level is, and having clear goals for progress over a specific period of time, are key to managing their language development.   

    “Everyone learns at a different pace. In the same class, you could have slow learners as well as fast learners,” says Kayo. “Each of them has different strengths and challenges and these need to be addressed.”   

    This is made possible by the continuous collection and analysis of data, which can identify strengths and weaknesses at a granular level. When this information is fed back into the learning process, it helps to create a feedback loop that enables the creation of a unique, customised and effective learning experience for the student. As Stuart notes, “The feedback cycle of teach, learn, assess – it's just ongoing.”  

    Having that level of insight, Kayo says, is key to keeping students enthusiastic and inspired to continue learning. “Being able to identify an individual’s strengths and challenges will help educators build student motivation,” she says, adding that tech-assisted learning environments can be invaluable to the process.  

    The future of language learning  

    So, how does technology assist educators in the quest to teach better? “Pearson uses a range of tools, including artificial intelligence, to gather and analyse data on the learning process in order to decipher patterns and create portraits of a classroom and its individual students at scale and at speed,” according to Stuart.   

    Pearson’s data-driven analytics abilities mean that it can capture highly specific details, and present the information quickly and in a way that teachers can understand. They can then use that knowledge to make better decisions around how they teach, and how they focus and curate each learner’s approach.   

    For instance, Pearson uses machine learning to rapidly and accurately score tests and break down each student’s performance by skill, even speaking skills. And if a learner has a specific weakness say, at a certain level of speaking in a certain context, there will be feedback and recommendations as to which particular sections of the courseware can effectively address this particular gap in their skill level, all powered by technology, all without human intervention.  

    Educators are also acquiring the ability to impart training, gather data and analyse performance remotely, something that is increasingly becoming important. “We're having to completely change our teaching methodologies due to the coronavirus pandemic, as we move at unprecedented speeds towards remote and online learning,” says Stuart.   

    Pearson is adapting to the new ground realities of an increasingly digital world by integrating assessments into courseware that can be accessed digitally through the company’s learning platforms.  

    Ultimately, it’s clear that however the world may look when we return to a “new normal”, the influence of technology and data on pedagogy is real and here to stay.   

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  • PODCAST: Episode 1 – Is the “buy the book, take the test” approach still relevant?

    Welcome to episode 1 of the Art of Learning podcast, brought to you by Pearson Asia.

    In this episode, we're joined by Kayo Taguchi, Pearson Asia's ELT Portfolio Manager, and Stuart Connor, Pearson Asia's Qualifications and Assessment Director, to discuss why it’s important to link courseware with assessment, and how such an approach produces better testing outcomes across a range of qualifications.

    We dive into the impact of COVID-19 on their day-to-day roles (1:16), the appetite for English language learning across Asia (2:22), whether traditional teaching methods are outdated (4:51), the concept of linking courseware with assessment (8:18), the impact of data and analytics on teaching and learning (11:48), and we put a bow on the discussion by sharing advice and strategies for adapting to the modern world of teaching (15:42).

    Listen now.

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  • Is Technology the Future of Education?

    Living in a world that is continuously changing, we need to evolve and keep finding new ways to learn. By understanding what motivates and engages students, we can create more advanced digital and collaborative learning processes which prepare them for success in the future.

    At Pearson’s recent Open Ideas Forum held at the British Chamber of Commerce, our Efficacy and Research Manager, Ms Goh Lih Ing, was joined by key university educationalists in Singapore to discuss 'Learning Technologies as the Future of Learning’.

    Student learning in higher education is impacted by several factors, the most critical being student engagement. It is deemed more important than graduate outcomes, recruitment and talent attraction, retention and learning analytics. So finding ways to boost student engagement is welcomed by those teaching at university level.

    Nowadays, with technology used in every aspect of people’s lives, it seems logical for it to be part of education. From online degrees to AI and smart devices, people see the future of learning made easier and more engaging with technology. Although many people expect digital and virtual learning to be the new normal in the next decade, is this likely?

    Dr Ho Shen Yong, Associate Dean (Academic), College of Science of School of Physical and Mathematical Sciences at National Technological University, uses technology to help in his lectures. He teaches a large class of students with very diverse backgrounds and knowledge bases, within a limited time scale - many of whom have not studied physics at A level. With traditional lecturing methods too restrictive for his needs, he sees the solution to his challenges as technology. Implementing these relevant learning technologies provide him with more possibilities for manoeuvre and enhancing effectiveness.

    Dr Ho Shen Yong, Associate Dean (Academic), College of Science of School of Physical and Mathematical Sciences at National Technological University, uses technology to help in his lectures. He teaches a large class of students with very diverse backgrounds and knowledge bases, within a limited time scale - many of whom have not studied physics at A level. With traditional lecturing methods too restrictive for his needs, he sees the solution to his challenges as technology. Implementing these relevant learning technologies provide him with more possibilities for manoeuvre and enhancing effectiveness.

    Quote 1

    Using technology, he constructs challenges and asks questions to his vast class during lecture sessions, requesting them to reply in real-time online. It enables him, and every student, to instantly see each answer on the main screen. At a glance, commonalities, and misconceptions are easily identified and immediate feedback provided within a few minutes, instead of days later and out of context. Dr Ho can also quickly gauge if he is teaching effectively and at the right pace, and provide explanations and answers in the exact moment they’re required.

    With his students eager to use learning technologies and enjoying this form of participative learning, it’s proving a successful tool. However, as effective as this use of technology is, it cannot replace every aspect of teaching. Individual face- to- face time and tutorial activities outside of lectures are still essential, to allow students to ask their own questions and interact one-on-one with the lecturer.

    Another example of technology-assisted learning is the Accounting Challenge App (ACE) created by Dr Seow Poh Sun, Associate Professor of Accounting (Education) and Associate Dean (Teaching and Curriculum) of the School of Accountancy at Singapore Management University. Free to download, this app provides a proactive mobile learning platform. Dr Seow launched the app in 2013 to enhance accountancy learning outside of the classroom. Designed to engage students through mobile gameplay, it asks randomised questions with points awarded for correct answers. Able to review questions and answers, and a leader board to create a competitive angle, it is a useful supplementary learning tool for students. With it being both fun and convenient, students can play whenever and wherever it suits. The interactive format retains student engagement, challenges them to think quickly and facilitates knowledge Retention.

    The ACE app is an innovative and effective way to improve student engagement and enhance learning, but there are challenges and issues. Firstly, it requires support and funding from management. There are also ongoing issues with keeping the target audience interested by updating information and ensuring the learning objectives of their accounting course are still being met. General maintenance, scalability, security, software updates and internet connection challenges are also factors that need to be considered.

    Quote 2

    DIY education is another area where technology could be a viable option. With ready access to technology and a changing global economy, people are taking matters into their own hands. The problem with DIY learning is that often students may not be self-aware enough to know what they need to learn or what their required objectives are. They may lack fundamental skills and knowledge to complete DIY learning. Pedagogical intent and design still have to come from the educator who has a set of clear learning objectives. A student may have a very distinct goal, but if it's not defined and content is not available online, then using technology is ineffectual.

    There are other scenarios where technology learning will not necessarily solve a learning issue, for example, mastering how to play an instrument via digital means - but maybe in the future VR will change this? There are also elements of learning that require interaction with fellow classmates, which technology cannot necessarily achieve. This is where customisation is required, so students get the right technology in the right format.

    Measuring success of learning technology is also tricky as it depends whether you measure perspective or measured outcomes. If there is no clarity of purpose, then you may not collect the right data. And if that data is not collated and organised in a way that you can see or interpret the results clearly, it is useless.

    Quote 3

    Passionate and dedicated educators constantly strive to help students understand concepts and ideas by explaining them in the most effective way; with the more motivated likely to explore more creative and technological options to do this. However, many educators are unsure about technology and how to implement it; and with no best approach or one size fits all solution, there is often confusion about its use and scalability. They need training and information to prepare them, enable them to upskill and subsequently shift their mindset.

    Whatever our background, we must ensure that we are not just using technology for the sake of it. There are instances where technology is a cost-effective way to teach and reproduce real-life scenarios. Also, in terms of augmenting learning experiences, it is an excellent tool in terms of engagement, teaching, and delivering appropriate content. When used in the right way, we can make learning and teaching better and ensure good education takes place beyond disciplinary boundaries.

    Whether the new normal is technology-led or not is yet to be decided but we do know it needs to be adequately constructed and requires ongoing shaping. When we begin to see learning technology as an extension of present teaching and learning experiences, then we can certainly see a valuable place for it in university education.

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  • Learning Technologies as the Future of Learning: Understand, Implementation and Evaluate

    With the global work environment rapidly changing, the future of learning is having to adapt. In today’s world, to maintain a healthy career, we need to adopt a lifelong approach to education that is more flexible and dynamic, with equitable systems of preparation. And within this, technology plays a part.

    Sape Conference

    At SAPE’s (Singapore Association For Private Education) annual conference on “The Future of Learning” conference held at James Cook University in October, Singapore’s educators heard from Efficacy and Research Manager, Ms. Goh Lih Ing, on the role of learning technologies in the future of learning.

    Sape Conference

    Quote 1
    However, merely adopting technological pedagogies into the classroom without proper understanding, implementation and evaluation, will not work. Over the next three to five years, as the future of employment unfolds, it will become increasingly evident that solely relying on technology will not make students more employable; it’s what makes them human that will sustain them throughout their career. Therefore, before introducing any new technological learnings, we need to identify why they are required in the first place and what problems exist that need solving? There is little point in merely introducing technology without a clear understanding of what and how it will help: it needs to be combined with critical thinking to comprehend the issue in hand and, more importantly, collaboration, so the best solution is introduced.

    Collaboration is the cornerstone of technology implementation; it helps shift the education playing field from an instructor-led classroom style to a more dynamic and personalised work-based system, relevant for tomorrow’s workforce. We cannot be lone rangers and do everything ourselves, collaboration is a fundamental aspect of teaching, along with industry experience, experiential learning, problem-solving and working in teams.

    Quote 2

    Over the last ten years, there have been increasing studies highlighting the validity of technology-enhanced pedagogies. However, with mixed results from different deployment of technology in the classroom, how do we find the appropriate learning technologies that consistently produce positive outcomes? And how are those conclusions defined? Before any technology is introduced, there needs to be an appreciation that learning is complex and non-linear; learning objectives may not necessarily be hierarchical or sequential. For example, higher order thinking skills are unattainable without fundamental domain knowledge; thinking skills’ development is impossible without the foundational skills of a chosen discipline, at the same time rote learning is not enough on its own. For technology to play an important role in the classroom, there needs to be adequate understanding of how learning occurs and how technology can enhance this learning. Unless we possess a fundamental grasp of what the chosen technology can offer, the performance gaps it seeks to close or bridge and its overall purpose and goals - it’s worthless. Going forward, as educators, we need a clear direction and a systemic conception of learning technology.

     

    Collaboration is the key to effective implementation

    Success in the classroom is developed may be likened to an invisible triangle which links our interaction with the content and the student. If there is no engagement, there is no attention. If there is no attention, any instruction is futile, regardless of whether technology has been employed or not. Therefore, when introducing any new technological pedagogies, it’s not just about technical specifications but ensuring that every part of the “triangle” – the content, the instructor and the student is supported with an effective ecosystem along the innovation journey.

    To do this, there needs to open discussions with each and every stakeholder. Although this is a challenging process, it’s necessary as it involves the dynamics and interplay of skills and knowledge. Without collaboration and agreed set of goals, stakeholder buy-in is also impossible. If there is a lack of belief among stakeholders that the product will solve their specific issue or reach their intended goal, it will be rendered useless – otherwise known as a white elephant.

     

    The key factors that affect data

    We can’t know if using technology in the classroom will actually help, unless there is a mechanism that facilitates the process of extracting data that help us understand technology’s impact and whether it’s making a positive difference. A mid to long term goal for using technology means that we may not expect immediate results, hence the need to attend to the leading indicators in the interim, and to be aware that some key factors can create disparate results. For example, when the same product is used by different people, differing outcomes are likely to occur. Also, with many conclusions based on prior knowledge and the actions of students and educators, results are never immediate, they take time. Therefore, when using any new technological methods, a sufficient test period needs to be in place. Although this can often be a slow process, the good news is that with success relying on collaboration and buy-in across the whole team, time is a crucial factor that can frequently provide this. Allowing for more time also delivers the opportunity to implement any necessary changes if early experiences with complex technology have highlighted issues.

    Sape Conference


    Technology alone is not the answer

    With a greater emphasis on learner-centred education in today’s classroom, we need to ensure that students remain interested and engaged. This means that the success of any new technology requires more than just the software, it must expand beyond this and enable learners to experience a broader education which supports a more fulfilling life; one that includes more options and choice and is able to cater to the changing needs throughout a person’s career.

    quote1

    However, despite the shifting of roles and occupations in the work environment, it is interesting to know that core values don’t change. Everyone has the opportunity to learn distinct skills and knowledge that are essential at every juncture of their career to remain relevant. With technology perceived as the enabler for learners to learn better, faster or deeper, such that they can pursue a rewarding life and career, more learning options derived from technology will assist in catering to a student’s shifting needs during each phase of their lives.

    Indeed, technology has become an essential aspect of education, but for it to be successful, it needs effective planning, followed by cooperative implementation and clear evaluation. Technology must be used to enliven learning, enhance student outcomes and make education practices more efficient. With this in mind, the future of learning will include technology within the instructional system, but it will not be a learning intervention by itself.

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  • Skilling Up For 2030: A View From Asia

    Globally, the way we work is changing. With 70% of jobs facing uncertainty, it will be employees with a mix of technical and soft skills that succeed. And we don’t need to look too far into the future to see that—it’s already happening across Asia. At Pearson’s conference on “The Future of Learning” held in Da Nang, Vietnam in February specially invited guests and senior Pearson staff discussed global trends and how they are impacting Vietnam and the region.


    First The Good News

    A recent report from Pearson and Nesta, in collaboration with Oxford Martin School, titled “The Future of Skills: Employment in 2030”, is encouraging the current—and future—workforce to “stop agonising and take action to skill up for the jobs of the future.” The result of a nuanced exploration of future employment trends, it suggests that while some jobs might become even more highly-prized in the future up to 70% could face uncertainty.

    “First the good news—robots aren’t taking our jobs, but they are changing the way we work. Occupations like those in the education, healthcare, and the wider public sector may even see a rise in demand. For those in jobs outside those professions workers can boost their prospects by investing in developing the right skills,” Rod Bristow, Pearson’s President of UK and Core Markets explains.


    Curriculum Changes That Support Innovation

    In Southeast Asia, governments are already looking to use curriculum to support the development of these kinds of skills. In Vietnam, the revised national curriculum, now due to be implemented in 2019, contains competencies such as self-control and self-learning, critical thinking and problem-solving, and collaboration and communication.

    “Things in this part of the world move very fast,” Ms. Nguyen Phuong Lan, the Chairwoman for EMG, one of Vietnam’s first private education companies, warns, “You can expect a lot of changes.” EMG was founded in Hanoi, in 2005, and the company has since expanded with offices now in Ho Chi Minh City. They have been perfectly positioned to see the changes that have been happening in Vietnam. “Global thinking and practice definitely applies to Vietnam. And there’s a lot of positivity going on in the way the government is looking to develop learners’ profiles in light of the demands of the 21st century,” she continues. “Students here have no choice but to grab the future [by developing] the skill to learn, unlearn and relearn. I think those are the most critical skills we can give to our young learners, and the changes to the curriculum should support that,” she adds.


    The Millennial Generation’s Impact On The Workplace

    It’s not just educators who are seeing signs of change. Employers in Vietnam are registering the impact the millennial generation is having in the professional sphere. “This generation, I feel, is more confident and adaptable in handling new situations and solving problems,” a senior representative for Vietnam Airlines’ Cabin Crew Division says. But he feels the changes aren’t all positive. “Work-readiness skills have developed considerably. Sometimes, however, this generation complete tasks quickly but with less accuracy,” he adds. “And when they feel they have enough experience they will change to another job. This is a challenge among companies in Vietnam today, and within my company too.”

    Other companies are reaping the benefits of engaging in forward-thinking education programmes to train and retain their future workforce. Mr. Vu Hai Long, Director of FPT’s Greenwich Collaboration College, part of the FPT Corporation, the largest technology company in Vietnam, remembers: “Fifteen years ago, FPT Software faced genuine difficulty finding the right people—there was a real skills shortage. We decided to invest in education primarily to help support our own business, but our focus on learning has meant young Vietnamese have been able to achieve success here while also entering the international job market.”


    “Embrace The Changes Happening Around Us”

    “It’s our responsibility to embrace the changes that are happening around us and not be passengers on the ride,” Alan Malcolm, Pearson’s Head of Asia, says about his responsibility to support the changing landscape with digitally-driven education solutions. “We need to continue to deliver on our promise to help people to grow in this changing environment. It’s about balancing this digital transformation with what we already have as educators getting data and as much as we can from technology, rather than looking at it as something that is going to replace the [effective] teaching practices and the education that’s going on now,” he continues.

    “Learning is such a personal thing, but it can also be incredibly social. It is complex, and there are contradictions, but we have to keep asking: How can we help people learn today? And how can we help them to continue to learn in the future? We are challenging ourselves, learners, and educators to think about that.” David Barnett, Pearson’s Managing Director for Asia Pacific, concludes about the changing education landscape in this region.

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