Teaching and Learning blog

As the Coronavirus continues to spread, organizations like the World Health Organization and US Centers for Disease Control and Prevention are recommending strategies to reduce the spread in communities. A big part of keeping people healthy involves minimizing contact at work and during the commute.

But for many people, teleworking is new and it can be a real challenge, especially if multiple members of the same family-parents and kids-are all trying to work and study together under the same roof.

Nearly one-fifth of Pearson’s employees around the globe work from home full time and thousands more split their time between their home and an office. It’s been part of our company’s culture for years. But, not everyone is a regular in their own home office. If working from home is new to you, we’ve compiled the best tips from our own teleworking employees to help you get through this uncertain time.

Maximize the technology your company has to offer

Confirm the tools available to you while working remotely. That may mean practicing with new technology. It may also mean remembering to take home simple items from your desk or asking your employer for what you think you might need.

Things like a monitor can ease eye strain and a separate keyboard or mouse can be more comfortable while typing. Grab a headset or earbuds from the office so calls and video conferences are easier. You probably can’t take the desk chair from your office, but you are going to need to carve out some kind of dedicated space. Think about how you would manage space if multiple people in your house need to work and study together.

Set expectations now with your boss and colleagues about communication

Agree where, when, and how to best communicate with your team to create awareness and enable efficiencies. Be deliberate about scheduling meeting times and quick check-ins. Will you huddle for 15 minutes virtually first thing in the morning or have a quick wrap up in the evening?

Consider less email and more talking, especially via video conferencing. This can be an uncertain time, so it’s going to be reassuring to hear and see colleagues. Leave your video camera on during meetings – facial expressions and personal connection mean a lot right now.

Create opportunities to talk beyond work discussions

Plan virtual coffee breaks or consider extending virtual meetings to account for all of the chit-chat that you miss by not being in the office. Having extra time in a meeting makes a difference in the quality and depth of a work discussion.

But it also allows you to understand your colleagues better and what they are going through right now. You can ask about people’s work experiences, families or even the photos you now see on their walls. You can introduce your dog, share funny memes or just talk about how everyone is coping with the current situation. Mostly just be human.

Set working hours and keep to them, scheduling time for work, meals, and when to disconnect

Unplugging is just harder when your work from home. Work can bleed into every part of your day if you let it. Set consistent hours and clearly socialize your schedule with colleagues. Get up, get out of your PJs and get dressed in the morning. Follow your regular morning routine as much as you can and let colleagues know when you expect to login and start your working day.

You may not be commuting, but if you have kids out of school you may need to set aside time in the morning to help them login and get started with their online lessons. You may need to stop during the day and care for a child or sick relative.

Communicate those needs to your team. During the day, block out time for work, but also reclaim your lunch and get away from your desk. Take short breaks and don’t let working from home merge into your evening or family time.

Give your colleagues a virtual pat on the back!

Now is the time when people need that inspiration and encouragement. So build up colleagues when you can, even if it’s an email shout-out to their boss, a thank you for going the extra mile or a “You got this!”.

Career and Technical Education (CTE) is emerging as a platform for educational innovation in schools. CTE and academic courses are now part and parcel in preparing students for the rigors of learning, living, working, and playing in the 21st century.

On June 17, 2019, Pearson CTE Specialists Deborah Noakes and Jim Brazell presented a workshop titled Certified Futures at Certiport’s 2019 Certified Conference. Certiport,® a Pearson business, is dedicated to helping learners excel and succeed through certification.

At Certified, teachers were asked to write haiku poems where the first stanza reflects the state of learning, the second line illustrates a key change, and the third line exhibits the final state of learning after the change. A haiku is a poem of seventeen syllables, in three lines of five, seven, and five. Below are select Haiku from students and teachers:

Student Haiku

My mom made me come
My teacher cares about me
Now I want to go

My phone is my life
I learned how to innovate
Tech is my life line

I’m not an artist
Teacher, teach me Photoshop
I am an artist now

Teacher Haiku

Code on screens
Inanimate life takes shape
Building the future

Technologies
Here, there, and everywhere
Everyone needs to certify

The test is a bore
Entertainment we implore
Too stressed for high stakes tests

Certification
Empowering students
Embrace the future

Apathy vs Enthusiasm
Daily grind of change
Students seek relevance
Teaching relevance is key
Real world experiences
Certify them all

The world is ready
Education is behind
Time to shift the mind

Students bored in class
Active engaging lessons
Transform the classroom

Graduation sparks
Those that certify before
They face the future

These haiku exemplify the key shift in 21st century learning: The shift from axiomatic (self-evident truth) to inductive (using observation and experience to move from specific to broader conclusions) presentation of curriculum. This strategy worked in the 1960’s as a platform for the United States to reform teaching physics as a national priority motivated by the Space Race.

The shift in pedagogy engender improvements to education by modeling the way experts work and think affording students the opportunity to approach the content knowledge in the same way that experts approach problems in the field. Today, we call this inquiry-driven, project-based learning and for many states and schools the method of assessment is industry certification. CTE is answering this call for innovation. Learn more about Pearson CTE programs.

In education today, many states are testing high school (HS)  students in their junior year to determine if they are college ready. This enables students who test college ready excellent opportunities to earn college credit while taking dual credit courses. Many of these students graduate from high school with college credit, Associate Degrees, and no student loan debt.

Since this is such a successful model, HS educators are now focusing on providing more opportunities for HS students not testing college ready by offering Transition or College and Career Readiness (CCR) courses. These opportunities are bridging the gap for college and career readiness.

Providing students college readiness resources while still in high school is a benefit to students. In the past, most colleges enrolled these students in Developmental Courses to enable them to become college ready. Students did not earn college credit for these courses but did pay tuition. Providing these resources in high school eliminates cost, saves time, and reinforces skills. In addition, college and career ready students encounter more opportunities for higher education and employment choices.

Implementing these courses varies from state to state. Many states now mandate high schools provide these transition classes before graduation. Student progress and the number of students graduating college and career ready are monitored by the state. Some school systems include these classes in the student’s schedule, offer courses as supplemental instruction or boot camps, or even an independent study for students.

Increasing the high school college and career readiness rate continues to be one of the strongest outcomes. In Kentucky, for example, after 5 years of implementing the high school transition classes, the college and career readiness graduation rate doubled. As a result, students, colleges, and employers benefited from graduating seniors being better prepared. (Source: Kentucky Department of Education)

Bridging the gap for college and career readiness by providing resources, educational, and employment opportunities during high school benefits students and communities. As an educator, I am proud to be part of so many initiatives that empower students to be successful in life.

Kate Edwards, SVP, Efficacy & Research at Pearson: “Why I chose to tell this story.”

At face value, what I’m sharing is a story about efficacy in medicine and what can be learned and applied in the field of education. It’s about the power of focusing on outcomes and what can be achieved by a diverse team applying evidence in the service of delivering those outcomes. It’s also a story that tells another tale. It’s the story of someone, me, who at the time felt they had personally and physically failed — and what they went on to do next.

With that in mind, it wasn’t an easy decision to share my story. I am not someone who lives a life of self-disclosure. In fact, however seamlessly presented this narrative appears, its sharing has been grounded in a lot of fear and self-doubt.

I was afraid. Afraid I’d jumble up events, misrepresent things or people, forget important medical things. I was afraid others would judge me, or the sharing of it, as inappropriate. Scared that it would be interpreted as giving advice when I don’t presume to have any to give. The story is my family’s experience of extreme premature birth. It is also a story that is not ‘over’ for us, we are still living with the effects of what happened.

Why did I choose to do this? Living through that experience, I learned that it’s the moments when you think everything is going wrong that a strange alchemy can take place. One that transforms the disaster into a renewed and purposeful journey. I chose to share this story not because of the experience of failure, but because of what I learned next, and what that’s helping me to go on and do.

The twists and turns that learning took me on, taught me that straight roads are conducive to a speedy arrival at your destination, but they don’t necessarily make skillful drivers.

Over the course of the 116 days we spent in hospital I learned things about myself, about others, about resilience in the face of adversity, and about what you are capable of doing in the service of the things you care most about.

After we left the hospital and returned home, a very wise man (Pearson’s CEO, John Fallon) who was reflecting on his own personal challenges said,“I’ve learnt that it is not what happens to you in life, ultimately, that matters, but what you do about it.” John’s words have stuck with me. Over time, and with the support of other colleagues at Pearson like Tim Bozik, Kate James and my team, the words gave me the courage to build on what I learned. I have come to understand what it means to show-up as myself, not just in private, but at work, and as a leader. Ultimately, to paraphrase researcher Brené Brown, I learned that the courage to be vulnerable can help you transform how you live, love, parent, and lead.

On the 16th of November, it will be two years since my daughter’s scheduled delivery date. November 17th is World Prematurity Day. To personally mark these poignant milestones I agreed to write about my experience. I wanted one or two of the parents of the 15 million babies born prematurely each year to know that they are not alone. I also want to remind you that we all have these stories that go into the making of who we are and how we show up. It’s by feeling the fear, choosing courage over comfort, daring to be brave, sharing and listening to stories of persistence, and using what we’ve learned to make a difference (however big or small) that change can come: in our personal relationships, our families, our workplaces, our communities.

Nevertheless is a a podcast celebrating the women transforming teaching and learning through technology. Supported by Pearson. Subscribe on iTunes, Google Play, Stitcher, Soundcloud, TuneIn or RadioPublic.

Technology is driving the sports industry, making it easier to gather player insights. Can it do the same for student performance?

The sports industry has changed drastically in recent years with the implementation of technologies that improve player and team performance. NFL teams now use digital playbooks to enhance training and communication, the NHL is planning to introduce smart puck technology in 2019 to track movement on the ice, and most recently at the 2018 FIFA World Cup, all 32 teams used Electronic Performance and Tracking Systems (EPTS), technologies that give coaches, analysts, and medical teams access to player statistics and video footage, such as player positioning data, speed, passing, and tackles. With high stakes competition in every game, coaches can rely on EPTS to help them make informed decisions. And sports coaches aren’t the only ones using technology to gain insights and drive results. Just ask a teacher.

Teachers and coaches embrace technology

According to a 2016 survey by Edgenuity, provider of online and blended learning services, 91% of teachers believe technology provides a greater ability for them to tailor lessons and homework assignments to the individual needs of each student.

By implementing technology in the classroom and learning how to use new apps and platforms, teachers are able to stay on top of learner progress and provide immediate feedback that will improve performance. Teachers, like sports coaches, have to learn about the latest technologies so they’re able to build the skills and the talents of others.

Technology affects everyone

In 2016, FIFA invited the soccer industry to Zurich to learn more about new technologies like EPTS that would impact the game. Johannes Holzmueller, FIFA Head of Football Technology, believes the advantage of wearable technology is the amount of data people can access. His colleague Marco van Basten, FIFA’s Chief Technical Development Officer, notes that data informs players on their performance, it gives doctors insight into player health and wellbeing, and trainers can use it to recommend player substitutes.

With innovative technology, a community of people interested in the soccer player’s abilities can work together. The collaboration and involvement look similar to the way teachers, parents, and administrators work together to do what’s best for the student. Cutting-edge technology affects an individual’s entire ecosystem.

Keller Battey, a first grade teacher in Atlanta, Georgia, relies heavily on technology to help her track progress and personalize teaching. “Technology helps all students,” Battey says. “If a student is above grade level, I can extend a skill or a lesson and if a student is struggling then I can remediate. I know exactly how my students are performing and so do their parents. The data is all there.”

Industry innovation

Education companies, large and small, are listening to consumers and have focused on the benefits of providing data and analytics to help teachers and students achieve success. Pearson’s Intelligent Essay Assessor (IEA) is a prime example of a capability that meets the needs of teachers and students.

IEA is a suite of automated essay scoring capabilities that can analyze open-ended responses from learners and then assesses the content knowledge and understanding. It uses a range of machine learning and natural language processing technologies to evaluate the content and meaning of text and feedback is immediate, allowing teachers to monitor ongoing progress at an individual and class level.

The goal of technology here is to ensure correct evaluation and accuracy. In this year’s World Cup, the new Video Assistant Referee (VAR) technology performed in a similar capacity.

Technology as a supplement

VAR was created to ensure fairness and identify any errors on the field. Video Assistant Referees work in a team of four, and each referee undergoes extensive training to support match officials in the decision making process.

FIFA referee Mark Geiger has been a VAR since the project started in 2016 at the FIFA Club World Cup in Japan. He says, “When you have a critical decision in a game…they’re there to tell you ‘check complete.’ It’s the two best words for a referee to hear because now you know your decision was correct, and you’re able to go on with a lot of confidence.”

VAR technology proved to be a controversial topic at the World Cup, and though it may undergo improvements, the technology is here to stay. At the closing news conference in Moscow, FIFA president Gianni Infantino touched on the technology at the games. “This is progress, this is better than the past,” he said. “VAR is not changing football, it is cleaning football.”

A similar sentiment is expressed by education leaders who assure consumers and educators that technology doesn’t exist to replace teachers; it exists to support them. Tim Hudson, SVP of Learning at DreamBox, told Business Insider, “It’s important that we listen to teachers and administrators to determine the ways technology can assist them in the classroom.”

A new report responds to The Future of Skills by exploring its implications for education systems and offers up practical solutions for higher education to more closely align with what the workforce needs.

We are excited to share a new report by Jobs for the Future (JFF) and Pearson that explores the changing world of work and provides recommendations for shifting from the traditional route to employment to a network of pathways that is flexible, dynamic, and ultimately serves more learners.

Released at the Horizons conference in June, Demand-Driven Education: Merging work and learning to develop the human skills that matter looks at what is required for transitioning to the third wave in postsecondary education reform – demand driven education.

The first wave – access – was focused on getting more people to enter higher education. The second wave was focused on improving achievement – getting more students to earn degrees and certificates.

In this third wave, the worlds of education and work will converge producing programs that ensure students are job-ready and primed for lifelong career success.

Adapting to the needs of both the learner and the employer, “demand-driven education takes account of the emerging global economy — technology-infused, gig-oriented, industry-driven — while also striving to ensure that new graduates and lifelong learners alike have the skills required to flourish.”

The report states, “as the future of work unfolds, what makes us human is what will make us employable.”

While technological literacy is critical, learners need educational experiences that cultivate skills, including fluency of ideas, originality, judgment, decision-making, and active learning, all supported by collaborative academic and career paths.

Higher education and employers are making headway in this arena with innovative programs like University of North Texas’s Career Connect and Brinker International’s Best You EDU.

In a recent interview, Joe Deegan, co-author of the report and senior program manager at JFF, said,“although technology such as digital assessment might enable educators to make programs faster and more adaptive, the most significant change is one of mindset.”

The future is bright. And there’s a lot of good work to do through active collaboration and partnership to create rewarding postsecondary learning experiences that are responsive to our changing world and inclusive of all learners.

Pearson study reveals Generation Z and millennials’ learning preferences

Young people are the first to admit they can easily spend hours a day on the internet—whether it’s via a desktop computer, tablet, or smartphone. While they may be tech-savvy by nature, this innate connectivity poses the question of technology’s place as it relates to how Generation Z and millennials learn.

In a recent survey of 2,558 14-40 year olds in the US, Pearson explored attitudes, preferences, and behaviors around technology in education, identifying some key similarities and differences between Gen Z and millennials.

While 39% of Gen Z prefer learning with a teacher leading the instruction, YouTube is also their #1 preferred learning method. And 47% of them spend three hours or more a day on the video platform. On the other hand, millennials need more flexibility—they are more likely to prefer self-directed learning supported by online courses with video lectures. And while they are known for being the “plugged in” generation, it’s apparent that plenty of millennials still prefer a good old-fashioned book to learn.

Regardless of their differences, the vast majority of both Gen Z and millennials are positive about the future of technology in education. 59% of Gen Z and 66% of millennials believe technology can transform the way college students learn in the future.

See below for the infographic, “Meeting the Expectations of Gen Z in Higher Ed” for additional insights on Generation Z and millennials’ learning preferences.

This series, produced with The Edtech Podcast, explores the implications of and questions around future tech for education. Listen for insights from experts — including contrarians — from across industry, research, and academia. Get caught up with episodes 1-7.  

What initiatives are supporting teachers and students to co-create games together? In this episode of our Future Tech for Education podcast series, hear from educators, gaming companies, and researchers on the evolution of games-based learning from “content” to “creation”.

Subscribe to the Future Tech for Education on iTunes.

This series, produced with The Edtech Podcast, explores the implications of and questions around future tech for education. Listen for insights from experts — including contrarians — from across industry, research, and academia. Get caught up with episodes 1-6.  

In episode 7 of our Future Tech for Education podcast series, we explore: What is personalized learning? What is it not? Is there an evidence base yet for personalized learning and what does the research evidence show us about the contexts where personalized learning works best? What is the role of student, software and teacher in a personalized learning context? What questions should we be asking?

Subscribe to the Future Tech for Education on iTunes.