Posts Tagged ‘Macmillan’

All aboard …

The point of adaptive learning is that it can personalize learning. When we talk about personalization, mention of learning styles is rarely far away. Jose Ferreira of Knewton (but now ex-CEO Knewton) made his case for learning styles in a blog post that generated a superb and, for Ferreira, embarrassing  discussion in the comments that were subsequently deleted by Knewton. fluentu_learning_stylesFluentU (which I reviewed here) clearly approves of learning styles, or at least sees them as a useful way to market their product, even though it is unclear how their product caters to different styles. Busuu claims to be ‘personalised to fit your style of learning’. Voxy, Inc. (according to their company overview) ‘operates a language learning platform that creates custom curricula for English language learners based on their interests, routines, goals, and learning styles’. Bliu Bliu (which I reviewed here) recommended, in a recent blog post, that learners should ‘find out their language learner type and use it to their advantage’ and suggests, as a starter, trying out ‘Bliu Bliu, where pretty much any learner can find what suits them best’. Memrise ‘uses clever science to adapt to your personal learning style’.  Duolingo’s learning tree ‘effectively rearranges itself to suit individual learning styles’ according to founder, Louis Von Ahn. This list could go on and on.

Learning styles are thriving in ELT coursebooks, too. Here are just three recent examples for learners of various ages. Today! by Todd, D. & Thompson, T. (Pearson, 2014) ‘shapes learning around individual students with graded difficulty practice for mixed-ability classes’ and ‘makes testing mixed-ability classes easier with tests that you can personalise to students’ abilities’.today

Move  it! by Barraclough, C., Beddall, F., Stannett, K., Wildman, J. (Pearson, 2015) offers ‘personalized pathways [which] allow students to optimize their learning outcomes’ and a ‘complete assessment package to monitor students’ learning process’. pearson_move_it

Open Mind Elementary (A2) 2nd edition by Rogers, M., Taylor-Knowles, J. & Taylor-Knowles, S. (Macmillan, 2014) has a whole page devoted to learning styles in the ‘Life Skills’ strand of the course. The scope and sequence describes it in the following terms: ‘Thinking about what you like to do to find your learning style and improve how you learn English’. Here’s the relevant section:macmillan_coursebook

rosenber-learning-stylesMethodology books offer more tips for ways that teachers can cater to different learning styles. Recent examples include Patrycja Kamińska’s  Learning Styles and Second Language Education (Cambridge Scholars, 2014), Tammy Gregersen & Peter D. MacIntyre’s Capitalizing on Language Learners’ Individuality (Multilingual Matters, 2014) and Marjorie Rosenberg’s Spotlight on Learning Styles (Delta Publishing, 2013). Teacher magazines show a continuing interest  in the topic. Humanising Language Teaching and English Teaching Professional are particularly keen. The British Council offers courses about learning styles and its Teaching English website has many articles and lesson plans on the subject (my favourite explains that your students will be more successful if you match your teaching style to their learning styles), as do the websites of all the major publishers. Most ELT conferences will also offer something on the topic.oup_learning_styles

How about language teaching qualifications and frameworks? The Cambridge English Teaching Framework contains a component entitled ‘Understanding learners’ and this specifies as the first part of the component a knowledge of concepts such as learning styles (e.g., visual, auditory, kinaesthetic), multiple intelligences, learning strategies, special needs, affect. Unsurprisingly, the Cambridge CELTA qualification requires successful candidates to demonstrate an awareness of the different learning styles and preferences that adults bring to learning English. The Cambridge DELTA requires successful candidates to accommodate learners according to their different abilities, motivations, and learning styles. The Eaquals Framework for Language Teacher Training and Development requires teachers at Development Phase 2 t0 have the skill of determining and anticipating learners’ language learning needs and learning styles at a range of levels, selecting appropriate ways of finding out about these.

Outside of ELT, learning styles also continue to thrive. Phil Newton (2015 ‘The learning styles myth is thriving in higher education’ Frontiers in Psychology 6: 1908) carried out a survey of educational publications  (higher education) between 2013 and 2016, and found that an overwhelming majority (89%) implicitly or directly endorse the use of learning styles. He also cites research showing that 93% of UK schoolteachers believe that ‘individuals learn better when they receive information in their preferred Learning Style’, with similar figures in other countries. 72% of Higher Education institutions in the US teach ‘learning style theory’ as part of faculty development for online teachers. Advocates of learning styles in English language teaching are not alone.

But, unfortunately, …

In case you weren’t aware of it, there is a rather big problem with learning styles. There is a huge amount of research  which suggests that learning styles (and, in particular, teaching attempts to cater to learning styles) need to be approached with extreme scepticism. Much of this research was published long before the blog posts, advertising copy, books and teaching frameworks (listed above) were written.  What does this research have to tell us?

The first problem concerns learning styles taxonomies. There are three issues here: many people do not fit one particular style, the information used to assign people to styles is often inadequate, and there are so many different styles that it becomes cumbersome to link particular learners to particular styles (Kirschner, P. A. & van Merriënboer, J. J. G. 2013. ‘Do Learners Really Know Best? Urban Legends in Education’ Educational Psychologist, 48 / 3, 169-183). To summarise, given the lack of clarity as to which learning styles actually exist, it may be ‘neither viable nor justified’ for learning styles to form the basis of lesson planning (Hall, G. 2011. Exploring English Language Teaching. Abingdon, Oxon.: Routledge p.140). More detailed information about these issues can be found in the following sources:

Coffield, F., Moseley, D., Hall, E. & Ecclestone, K. 2004. Learning styles and pedagogy in post-16 learning: a systematic and critical review. London: Learning and Skills Research Centre

Dembo, M. H. & Howard, K. 2007. Advice about the use of learning styles: a major myth in education. Journal of College Reading & Learning 37 / 2: 101 – 109

Kirschner, P. A. 2017. Stop propagating the learning styles myth. Computers & Education 106: 166 – 171

Pashler, H., McDaniel, M., Rohrer, D. & Bjork, E. 2008. Learning styles concepts and evidence. Psychological Science in the Public Interest 9 / 3: 105 – 119

Riener, C. & Willingham, D. 2010. The myth of learning styles. Change – The Magazine of Higher Learning

The second problem concerns what Pashler et al refer to as the ‘meshing hypothesis’: the idea that instructional interventions can be effectively tailored to match particular learning styles. Pashler et al concluded that the available taxonomies of student types do not offer any valid help in deciding what kind of instruction to offer each individual. Even in 2008, their finding was not new. Back in 1978, a review of 15 studies that looked at attempts to match learning styles to approaches to first language reading instruction, concluded that modality preference ‘has not been found to interact significantly with the method of teaching’ (Tarver, Sara & M. M. Dawson. 1978. Modality preference and the teaching of reading. Journal of Learning Disabilities 11: 17 – 29). The following year, two other researchers concluded that [the assumption that one can improve instruction by matching materials to children’s modality strengths] appears to lack even minimal empirical support. (Arter, J.A. & Joseph A. Jenkins 1979 ‘Differential diagnosis-prescriptive teaching: A critical appraisal’ Review of Educational Research 49: 517-555). Fast forward 20 years to 1999, and Stahl (Different strokes for different folks?’ American Educator Fall 1999 pp. 1 – 5) was writing the reason researchers roll their eyes at learning styles is the utter failure to find that assessing children’s learning styles and matching to instructional methods has any effect on learning. The area with the most research has been the global and analytic styles […]. Over the past 30 years, the names of these styles have changed – from ‘visual’ to ‘global’ and from ‘auditory’ to ‘analytic’ – but the research results have not changed. For a recent evaluation of the practical applications of learning styles, have a look at Rogowsky, B. A., Calhoun, B. M. & Tallal, P. 2015. ‘Matching Learning Style to Instructional Method: Effects on Comprehension’ Journal of Educational Psychology 107 / 1: 64 – 78. Even David Kolb, the Big Daddy of learning styles, now concedes that there is no strong evidence that teachers should tailor their instruction to their student’s particular learning styles (reported in Glenn, D. 2009. ‘Matching teaching style to learning style may not help students’ The Chronicle of Higher Education). To summarise, the meshing hypothesis is entirely unsupported in the scientific literature. It is a myth (Howard-Jones, P. A. 2014. ‘Neuroscience and education: myths and messages’ Nature Reviews Neuroscience).

This brings me back to the blog posts, advertising blurb, coursebooks, methodology books and so on that continue to tout learning styles. The writers of these texts typically do not acknowledge that there’s a problem of any kind. Are they unaware of the research? Or are they aware of it, but choose not to acknowledge it? I suspect that the former is often the case with the app developers. But if the latter is the case, what  might those reasons be? In the case of teacher training specifications, the reason is probably practical. Changing a syllabus is an expensive and time-consuming operation. But in the case of some of the ELT writers, I suspect that they hang on in there because they so much want to believe.

As Newton (2015: 2) notes, intuitively, there is much that is attractive about the concept of Learning Styles. People are obviously different and Learning Styles appear to offer educators a way to accommodate individual learner differences.  Pashler et al (2009:107) add that another related factor that may play a role in the popularity of the learning-styles approach has to do with responsibility. If a person or a person’s child is not succeeding or excelling in school, it may be more comfortable for the person to think that the educational system, not the person or the child himself or herself, is responsible. That is, rather than attribute one’s lack of success to any lack of ability or effort on one’s part, it may be more appealing to think that the fault lies with instruction being inadequately tailored to one’s learning style. In that respect, there may be linkages to the self-esteem movement that became so influential, internationally, starting in the 1970s. There is no reason to doubt that many of those who espouse learning styles have good intentions.

No one, I think, seriously questions whether learners might not benefit from a wide variety of input styles and learning tasks. People are obviously different. MacIntyre et al (MacIntyre, P.D., Gregersen, T. & Clément, R. 2016. ‘Individual Differences’ in Hall, G. (ed.) The Routledge Handbook of English Language Teaching. Abingdon, Oxon: Routledge, pp.310 – 323, p.319) suggest that teachers might consider instructional methods that allow them to capitalise on both variety and choice and also help learners find ways to do this for themselves inside and outside the classroom. Jill Hadfield (2006. ‘Teacher Education and Trainee Learning Style’ RELC Journal 37 / 3: 369 – 388) recommends that we design our learning tasks across the range of learning styles so that our trainees can move across the spectrum, experiencing both the comfort of matching and the challenge produced by mismatching. But this is not the same thing as claiming that identification of a particular learning style can lead to instructional decisions. The value of books like Rosenberg’s Spotlight on Learning Styles lies in the wide range of practical suggestions for varying teaching styles and tasks. They contain ideas of educational value: it is unfortunate that the theoretical background is so thin.

In ELT things are, perhaps, beginning to change. Russ Mayne’s blog post Learning styles: facts and fictions in 2012 got a few heads nodding, and he followed this up 2 years later with a presentation at IATEFL looking at various aspects of ELT, including learning styles, which have little or no scientific credibility. Carol Lethaby and Patricia Harries gave a talk at IATEFL 2016, Changing the way we approach learning styles in teacher education, which was also much discussed and shared online. They also had an article in ELT Journal called Learning styles and teacher training: are we perpetuating neuromyths? (2016 ELTJ 70 / 1: 16 – 27). Even Pearson, in a blog post of November 2016, (Mythbusters: A review of research on learning styles) acknowledges that there is a shocking lack of evidence to support the core learning styles claim that customizing instruction based on students’ preferred learning styles produces better learning than effective universal instruction, concluding that  it is impossible to recommend learning styles as an effective strategy for improving learning outcomes.

 

 

About two and a half years ago when I started writing this blog, there was a lot of hype around adaptive learning and the big data which might drive it. Two and a half years are a long time in technology. A look at Google Trends suggests that interest in adaptive learning has been pretty static for the last couple of years. It’s interesting to note that 3 of the 7 lettered points on this graph are Knewton-related media events (including the most recent, A, which is Knewton’s latest deal with Hachette) and 2 of them concern McGraw-Hill. It would be interesting to know whether these companies follow both parts of Simon Cowell’s dictum of ‘Create the hype, but don’t ever believe it’.

Google_trends

A look at the Hype Cycle (see here for Wikipedia’s entry on the topic and for criticism of the hype of Hype Cycles) of the IT research and advisory firm, Gartner, indicates that both big data and adaptive learning have now slid into the ‘trough of disillusionment’, which means that the market has started to mature, becoming more realistic about how useful the technologies can be for organizations.

A few years ago, the Gates Foundation, one of the leading cheerleaders and financial promoters of adaptive learning, launched its Adaptive Learning Market Acceleration Program (ALMAP) to ‘advance evidence-based understanding of how adaptive learning technologies could improve opportunities for low-income adults to learn and to complete postsecondary credentials’. It’s striking that the program’s aims referred to how such technologies could lead to learning gains, not whether they would. Now, though, with the publication of a report commissioned by the Gates Foundation to analyze the data coming out of the ALMAP Program, things are looking less rosy. The report is inconclusive. There is no firm evidence that adaptive learning systems are leading to better course grades or course completion. ‘The ultimate goal – better student outcomes at lower cost – remains elusive’, the report concludes. Rahim Rajan, a senior program office for Gates, is clear: ‘There is no magical silver bullet here.’

The same conclusion is being reached elsewhere. A report for the National Education Policy Center (in Boulder, Colorado) concludes: Personalized Instruction, in all its many forms, does not seem to be the transformational technology that is needed, however. After more than 30 years, Personalized Instruction is still producing incremental change. The outcomes of large-scale studies and meta-analyses, to the extent they tell us anything useful at all, show mixed results ranging from modest impacts to no impact. Additionally, one must remember that the modest impacts we see in these meta-analyses are coming from blended instruction, which raises the cost of education rather than reducing it (Enyedy, 2014: 15 -see reference at the foot of this post). In the same vein, a recent academic study by Meg Coffin Murray and Jorge Pérez (2015, ‘Informing and Performing: A Study Comparing Adaptive Learning to Traditional Learning’) found that ‘adaptive learning systems have negligible impact on learning outcomes’.

future-ready-learning-reimagining-the-role-of-technology-in-education-1-638In the latest educational technology plan from the U.S. Department of Education (‘Future Ready Learning: Reimagining the Role of Technology in Education’, 2016) the only mentions of the word ‘adaptive’ are in the context of testing. And the latest OECD report on ‘Students, Computers and Learning: Making the Connection’ (2015), finds, more generally, that information and communication technologies, when they are used in the classroom, have, at best, a mixed impact on student performance.

There is, however, too much money at stake for the earlier hype to disappear completely. Sponsored cheerleading for adaptive systems continues to find its way into blogs and national magazines and newspapers. EdSurge, for example, recently published a report called ‘Decoding Adaptive’ (2016), sponsored by Pearson, that continues to wave the flag. Enthusiastic anecdotes take the place of evidence, but, for all that, it’s a useful read.

In the world of ELT, there are plenty of sales people who want new products which they can call ‘adaptive’ (and gamified, too, please). But it’s striking that three years after I started following the hype, such products are rather thin on the ground. Pearson was the first of the big names in ELT to do a deal with Knewton, and invested heavily in the company. Their relationship remains close. But, to the best of my knowledge, the only truly adaptive ELT product that Pearson offers is the PTE test.

Macmillan signed a contract with Knewton in May 2013 ‘to provide personalized grammar and vocabulary lessons, exam reviews, and supplementary materials for each student’. In December of that year, they talked up their new ‘big tree online learning platform’: ‘Look out for the Big Tree logo over the coming year for more information as to how we are using our partnership with Knewton to move forward in the Language Learning division and create content that is tailored to students’ needs and reactive to their progress.’ I’ve been looking out, but it’s all gone rather quiet on the adaptive / platform front.

In September 2013, it was the turn of Cambridge to sign a deal with Knewton ‘to create personalized learning experiences in its industry-leading ELT digital products for students worldwide’. This year saw the launch of a major new CUP series, ‘Empower’. It has an online workbook with personalized extra practice, but there’s nothing (yet) that anyone would call adaptive. More recently, Cambridge has launched the online version of the 2nd edition of Touchstone. Nothing adaptive there, either.

Earlier this year, Cambridge published The Cambridge Guide to Blended Learning for Language Teaching, edited by Mike McCarthy. It contains a chapter by M.O.Z. San Pedro and R. Baker on ‘Adaptive Learning’. It’s an enthusiastic account of the potential of adaptive learning, but it doesn’t contain a single reference to language learning or ELT!

So, what’s going on? Skepticism is becoming the order of the day. The early hype of people like Knewton’s Jose Ferreira is now understood for what it was. Companies like Macmillan got their fingers badly burnt when they barked up the wrong tree with their ‘Big Tree’ platform.

Noel Enyedy captures a more contemporary understanding when he writes: Personalized Instruction is based on the metaphor of personal desktop computers—the technology of the 80s and 90s. Today’s technology is not just personal but mobile, social, and networked. The flexibility and social nature of how technology infuses other aspects of our lives is not captured by the model of Personalized Instruction, which focuses on the isolated individual’s personal path to a fixed end-point. To truly harness the power of modern technology, we need a new vision for educational technology (Enyedy, 2014: 16).

Adaptive solutions aren’t going away, but there is now a much better understanding of what sorts of problems might have adaptive solutions. Testing is certainly one. As the educational technology plan from the U.S. Department of Education (‘Future Ready Learning: Re-imagining the Role of Technology in Education’, 2016) puts it: Computer adaptive testing, which uses algorithms to adjust the difficulty of questions throughout an assessment on the basis of a student’s responses, has facilitated the ability of assessments to estimate accurately what students know and can do across the curriculum in a shorter testing session than would otherwise be necessary. In ELT, Pearson and EF have adaptive tests that have been well researched and designed.

Vocabulary apps which deploy adaptive technology continue to become more sophisticated, although empirical research is lacking. Automated writing tutors with adaptive corrective feedback are also developing fast, and I’ll be writing a post about these soon. Similarly, as speech recognition software improves, we can expect to see better and better automated adaptive pronunciation tutors. But going beyond such applications, there are bigger questions to ask, and answers to these will impact on whatever direction adaptive technologies take. Large platforms (LMSs), with or without adaptive software, are already beginning to look rather dated. Will they be replaced by integrated apps, or are apps themselves going to be replaced by bots (currently riding high in the Hype Cycle)? In language learning and teaching, the future of bots is likely to be shaped by developments in natural language processing (another topic about which I’ll be blogging soon). Nobody really has a clue where the next two and a half years will take us (if anywhere), but it’s becoming increasingly likely that adaptive learning will be only one very small part of it.

 

Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning. Boulder, CO: National Education Policy Center. Retrieved 17.07.16 from http://nepc.colorado.edu/publication/personalized-instruction

Let’s take a look at the business of adaptive learning from a publisher’s perspective. Not an ELT publisher, but someone a few rungs higher on the ladder with strategic responsibilities. You might not know a great deal about ELT. It is, after all, only one of a number of divisions you are responsible for, and not an especially profitable one at that. You will, however, know a lot about creative destruction, the process by which one industry is replaced by another. The decline and demise of printed magazines, newspapers and books, of book reviewers and traditional booksellers, and their replacement by digital products will be such a part of your professional knowledge that they hardly need to be mentioned. Graphs such as the one below from PricewaterhouseCoopers (PwC) will be terribly familiar. You will also be aware that the gales of creative destruction in publishing are blowing harder than ever before.

2014-03-31_1020

In fact, you probably owe your job to your ability to talk convincingly about creative destruction and how to profit from it. Whatever your particular strategy for the future might be, you will have noted the actions of others. You will have evaluated advice, such as the following, from Publishing Perspectives

  • Do not delay in taking action when there are clear signals of a decline in market value.
  • Trade your low-profit print assets (even though some may have limited digital value) for core product that has a higher likelihood of success and can be exploited digitally.
  • Look for an orderly transition from print to digital product which enables a company to reinvent itself.

You will be looking to invest in technology, and prioritizing the acquisition of technological expertise (through partnerships or the purchase of start-ups) over the development of traditional ELT products. Your company will be restructured, and possibly renamed, to facilitate the necessary changes.

You will also know that big data and analytics have already transformed other industries. And you will know that educational publishing is moving towards a winner-take-all business market, where ‘the best performers are able to capture a very large share of the rewards, and the remaining competitors are left with very little’ (Investopedia). Erik Brynjolfsson and Andrew McAfee’s new book, The Second Machine Age (New York: Norton, 2014), argues that ‘each time a market becomes more digital, winner-take-all economics become a little more compelling …Digitization creates winner-take-all markets because [there are] enormous economies of scale, giving the market leader a huge cost advantage and room to beat the price of any competitor while still making a good profit’ (pp.153-155).

the second machine age

It is in this light that we need to understand the way that companies like Pearson and Macmillan are banking everything on a digital future. Laurie Harrison’s excellent blog post at eltjam  summarises the Pearson position: ‘the world’s biggest education publisher is spending £150m on a total restructure which involves an immediate move to digital learning, a focus on emerging markets, and a transformation from publisher to education services provider. If the English language learning market is worth $4billion a year, then Pearson still only have a very small chunk of it. And if you’re a company as successful and ambitious as Pearson, that just isn’t good enough – so a change of direction is needed. In order to deliver this change, the company have recently announced their new senior management team.’

Adaptive learning fits the new business paradigm perfectly. If the hype is to be believed, adaptive learning will be a game-changer. ‘The shifting of education from analog to digital is a one-time event in the history of the human race. At scale, it will have as big an effect on the world as indoor plumbing or electricity,’ writes Jose Ferreira of Knewton. ‘True disruption,’ he says elsewhere, ‘happens when entrepreneurs aim big and go after a giant problem, a problem that, if solved, would usher in an era of large-scale transformation across industries and nations. … Education is the last of the information industries to move online,’ he goes on. ‘When it breaks, it breaks fast. And that’s going to happen in the next five years. All the education content will go online in the next 10 years. And textbooks will go away. … Ultimately, all learning materials will be digital and they will all be adaptive.’

Ferreira clearly knows all about creative disruption. He also knows about winner-take-all markets. ‘The question is who is going to power [the] platform,’ he writes. ‘It’s probably going to be one or two companies’. He states his ambition for Knewton very clearly: ‘Knewton’s goal is to be like Amazon Web Services for education’. ‘It’s pretty clear to us,’ he writes, ‘that there’s going to be one dominant data platform for education, the way there’s one dominant data platform for search, social media, etailing. But in education, it’s going to be even more winner-take-all; there will be a number of companies that make up the platform, like Wintel. People might make a perverse choice to use Bing for search because they don’t like Google. But no one’s going to make the choice to subject their kid to the second-best adaptive learning platform, if that means there’s a 23% structural disadvantage. The data platform industries tend to have a winner-take-all dynamic. You take that and multiply it by a very, very high-stakes product and you get an even more winner-take-all dynamic.’

What is at stake in this winner-take-all market? Over to Jose Ferreira one more time: ‘The industry is massive. It’s so massive that virtually nobody I’ve met truly grasps how big it is. It’s beyond their frame of reference. The total amount of money (both public and private) spent annually exceeds all spending, both online and offline, of every other information industry combined: that is, all media, entertainment, games, news, software, Internet and mobile media, e-tailing, etc.’

But, still, a few questions continue to nag away at me. If all of this is so certain, why does Jose Ferreira feel the need to talk about it so much? If all of this is so certain, why don’t all the ELT publishers jump on the bandwagon? What sort of track record does economic forecasting have, anyway?

I mentioned the issue of privacy very briefly in Part 9 of the ‘Guide’, and it seems appropriate to take a more detailed look.

Adaptive learning needs big data. Without the big data, there is nothing for the algorithms to work on, and the bigger the data set, the better the software can work. Adaptive language learning will be delivered via a platform, and the data that is generated by the language learner’s interaction with the English language program on the platform is likely to be only one, very small, part of the data that the system will store and analyse. Full adaptivity requires a psychometric profile for each student.

It would make sense, then, to aggregate as much data as possible in one place. Besides the practical value in massively combining different data sources (in order to enhance the usefulness of the personalized learning pathways), such a move would possibly save educational authorities substantial amounts of money and allow educational technology companies to mine the rich goldmine of student data, along with the standardised platform specifications, to design their products.

And so it has come to pass. The Gates Foundation (yes, them again) provided most of the $100 million funding. A division of Murdoch’s News Corp built the infrastructure. Once everything was ready, a non-profit organization called inBloom was set up to run the thing. The inBloom platform is open source and the database was initially free, although this will change. Preliminary agreements were made with 7 US districts and involved millions of children. The data includes ‘students’ names, birthdates, addresses, social security numbers, grades, test scores, disability status, attendance, and other confidential information’ (Ravitch, D. ‘Reign of Error’ NY: Knopf, 2013, p. 235-236). Under federal law, this information can be ‘shared’ with private companies selling educational technology and services.

The edtech world rejoiced. ‘This is going to be a huge win for us’, said one educational software provider; ‘it’s a godsend for us,’ said another. Others are not so happy. If the technology actually works, if it can radically transform education and ‘produce game-changing outcomes’ (as its proponents claim so often), the price to be paid might just conceivably be worth paying. But the price is high and the research is not there yet. The price is privacy.

The problem is simple. InBloom itself acknowledges that it ‘cannot guarantee the security of the information stored… or that the information will not be intercepted when it is being transmitted.’ Experience has already shown us that organisations as diverse as the CIA or the British health service cannot protect their data. Hackers like a good challenge. So do businesses.

The anti-privatization (and, by extension, the anti-adaptivity) lobby in the US has found an issue which is resonating with electors (and parents). These dissenting voices are led by Class Size Matters, and their voice is being heard. Of the original partners of inBloom, only one is now left. The others have all pulled out, mostly because of concerns about privacy, although the remaining partner, New York, involves personal data on 2.7 million students, which can be shared without any parental notification or consent.

inbloom-student-data-bill-gates

This might seem like a victory for the anti-privatization / anti-adaptivity lobby, but it is likely to be only temporary. There are plenty of other companies that have their eyes on the data-mining opportunities that will be coming their way, and Obama’s ‘Race to the Top’ program means that the inBloom controversy will be only a temporary setback. ‘The reality is that it’s going to be done. It’s not going to be a little part. It’s going to be a big part. And it’s going to be put in place partly because it’s going to be less expensive than doing professional development,’ says Eva Baker of the Center for the Study of Evaluation at UCLA.

It is in this light that the debate about adaptive learning becomes hugely significant. Class Size Matters, the odd academic like Neil Selwyn or the occasional blogger like myself will not be able to reverse a trend with seemingly unstoppable momentum. But we are, collectively, in a position to influence the way these changes will take place.

If you want to find out more, check out the inBloom and Class Size Matters links. And you might like to read more from the news reports which I have used for information in this post. Of these, the second was originally published by Scientific American (owned by Macmillan, one of the leading players in ELT adaptive learning). The third and fourth are from Education Week, which is funded in part by the Gates Foundation.

http://www.reuters.com/article/2013/03/03/us-education-database-idUSBRE92204W20130303

http://www.salon.com/2013/08/01/big_data_puts_teachers_out_of_work_partner/

http://www.edweek.org/ew/articles/2014/01/08/15inbloom_ep.h33.html

http://blogs.edweek.org/edweek/marketplacek12/2013/12/new_york_battle_over_inBloom_data_privacy_heading_to_court.html

The drive towards adaptive learning is being fuelled less by individual learners or teachers than it is by commercial interests, large educational institutions and even larger agencies, including national governments. How one feels about adaptive learning is likely to be shaped by one’s beliefs about how education should be managed.

Huge amounts of money are at stake. Education is ‘a global marketplace that is estimated conservatively to be worth in excess of $5 trillion per annum’ (Selwyn, Distrusting Educational Technology 2013, p.2). With an eye on this pot, in one year, 2012, ‘venture capital funds, private equity investors and transnational corporations like Pearson poured over $1.1 billion into education technology companies’[1] Knewton, just one of a number of adaptive learning companies, managed to raise $54 million before it signed multi-million dollar contracts with ELT publishers like Macmillan and Cambridge University Press. In ELT, some publishing companies are preferring to sit back and wait to see what happens. Most, however, have their sights firmly set on the earnings potential and are fully aware that late-starters may never be able to catch up with the pace-setters.

The nexus of vested interests that is driving the move towards adaptive learning is both tight and complicated. Fuller accounts of this can be found in Stephen Ball’s ‘Education Inc.’ (2012) and Joel Spring’s ‘Education Networks’ (2012) but for this post I hope that a few examples will suffice.

Leading the way is the Bill and Melinda Gates Foundation, the world’s largest private foundation with endowments of almost $40 billion. One of its activities is the ‘Adaptive Learning Market Acceleration Program’ which seeks to promote adaptive learning and claims that the adaptive learning loop can defeat the iron triangle of costs, quality and access (referred to in The Selling Points of Adaptive Learning, above). It is worth noting that this foundation has also funded Teach Plus, an organisation that has been lobbying US ‘state legislatures to eliminate protection of senior teachers during layoffs’ (Spring, 2012, p.51). It also supports the Foundation for Excellence in Education, ‘a major advocacy group for expanding online instruction by changing state laws’ (ibid., p.51). The chairman of this foundation is Jeb Bush, brother of ex-president Bush, who took the message of his foundation’s ‘Digital Learning Now!’ program on the road in 2011. The message, reports Spring (ibid. p.63) was simple: ‘the economic crises provided an opportunity to reduce school budgets by replacing teachers with online courses.’ The Foundation for Excellence in Education is also supported by the Walton Foundation (the Walmart family) and iQity, a company whose website makes clear its reasons for supporting Jeb Bush’s lobbying. ‘The iQity e-Learning Platform is the most complete solution available for the electronic search and delivery of curriculum, courses, and other learning objects. Delivering over one million courses each year, the iQity Platform is a proven success for students, teachers, school administrators, and district offices; as well as state, regional, and national education officials across the country.[2]

Another supporter of the Foundation for Excellence in Education is the Pearson Foundation, the philanthropic arm of Pearson. The Pearson Foundation, in its turn, is supported by the Gates Foundation. In 2011, the Pearson Foundation received funding from the Gates Foundation to create 24 online courses, four of which would be distributed free and the others sold by Pearson the publishers (Spring, 2012, p.66).

The campaign to promote online adaptive learning is massively funded and extremely well-articulated. It receives support from transnational agencies such as the World Bank, WTO and OECD, and its arguments are firmly rooted in the discourse ‘of international management consultancies and education businesses’ (Ball, 2012, p.11-12). It is in this context that observers like Neil Selwyn connect the growing use of digital technologies in education to the corporatisation and globalisation of education and neo-liberal ideology.

Adaptive learning also holds rich promise for those who can profit from the huge amount of data it will generate. Jose Fereira, CEO of Knewton, acknowledges that adaptive learning has ‘the capacity to produce a tremendous amount of data, more than maybe any other industry’[3]. He continues ‘Big data is going to impact education in a big way. It is inevitable. It has already begun. If you’re part of an education organization, you need to have a vision for how you will take advantage of big data. Wait too long and you’ll wake up to find that your competitors (and the instructors that use them) have left you behind with new capabilities and insights that seem almost magical.’ Rather paradoxically, he then concludes that ‘we must all commit to the principle that the data ultimately belong to the students and the schools’. It is not easy to understand how such data can be both the property of individuals and, at the same time, be used by educational organizations to gain competitive advantage.

The existence and exploitation of this data may also raise concerns about privacy. In the same way that many people do not fully understand the extent or purpose of ‘dataveillance’ by cookies when they are browsing the internet, students cannot be expected to fully grasp the extent or potential commercial use of the data that they generate when engaged in adaptive learning programs.

Selwyn (Distrusting Educational Technology 2013, p.59-60) highlights a further problem connected with the arrival of big data. ‘Dataveillance’, he writes, also ‘functions to decrease the influence of ‘human’ experience and judgement, with it no longer seeming to matter what a teacher may personally know about a student in the face of his or her ‘dashboard’ profile and aggregated tally of positive and negative ‘events’. As such, there would seem to be little room for ‘professional’ expertise or interpersonal emotion when faced with such data. In these terms, institutional technologies could be said to be both dehumanizing and deprofessionalizing the relationships between people in an education context – be they students, teachers, administrators or managers.’

Adaptive learning in online and blended programs may well offer a number of advantages, but these will need to be weighed against the replacement or deskilling of teachers, and the growing control of big business over educational processes and content. Does adaptive learning increase the risk of transforming language teaching into a digital diploma mill (Noble, Digital Diploma Mills: The automation of higher education 2002)?

Solutionism

Evgeney Morozov’s 2013 best-seller, ‘To Save Everything, Click Here’, takes issue with our current preoccupation with finding technological solutions to complex and contentious problems. If adaptive learning is being presented as a solution, what is the problem that it is the solution of? In Morosov’s analysis, it is not an educational problem. ‘Digital technologies might be a perfect solution to some problems,’ he writes, ‘but those problems don’t include education – not if by education we mean the development of the skills to think critically about any given issue’ (Morosov, 2013, p.8). Only if we conceive of education as the transmission of bits of information (and in the case of language education as the transmission of bits of linguistic information), could adaptive learning be seen as some sort of solution to an educational problem. The push towards adaptive learning in ELT can be seen, in Morosov’s terms, as reaching ‘for the answer before the questions have been fully asked’ (ibid., p.6).

The world of education has been particularly susceptible to the dreams of a ‘technical fix’. Its history, writes Neil Selwyn, ‘has been characterised by attempts to use the ‘power’ of technology in order to solve problems that are non-technological in nature. […] This faith in the technical fix is pervasive and relentless – especially in the minds of the key interests and opinion formers of this digital age. As the co-founder of the influential Wired magazine reasoned more recently, ‘tools and technology drive us. Even if a problem has been caused by technology, the answer will always be more technology’ (Selwyn, Education in a Digital World 2013, p.36).

Morosov cautions against solutionism in all fields of human activity, pointing out that, by the time a problem is ‘solved’, it becomes something else entirely. Anyone involved in language teaching would be well-advised to identify and prioritise the problems that matter to them before jumping to the conclusion that adaptive learning is the ‘solution’. Like other technologies, it might, just possibly, ‘reproduce, perpetuate, strengthen and deepen existing patterns of social relations and structures – albeit in different forms and guises. In this respect, then, it is perhaps best to approach educational technology as a ‘problem changer’ rather than a ‘problem solver’ (Selwyn, Education in a Digital World 2013, p.21).


[1] Philip McRae Rebirth of the Teaching Machine through the Seduction of Data Analytics: This time it’s personal April 14, 2013 http://philmcrae.com/2/post/2013/04/rebirth-of-the-teaching-maching-through-the-seduction-of-data-analytics-this-time-its-personal1.html (last accessed 13 January 2014)

[2] http://www.iq-ity.com/ (last accessed 13 January, 2014)

For some years now, universities and other educational institutions around the world have been using online learning platforms, also known as Learning Management Systems (LMSs) or Virtual Learning Environments (VLEs).Well-known versions of these include Blackboard  and Moodle. The latter is used by over 50% of higher education establishments in the UK (Dudeney & Hockly, How to Teach English with Technology Harlow, Essex: Pearson, 2007, p.53). These platforms allow course content – lectures, videos, activities, etc. – to be stored and delivered, and they allow institutions to modify courses to fit their needs. In addition, they usually have inbuilt mechanisms for assessment, tracking of learners, course administration and communication (email, chat, blogs, etc.). While these platforms can be used for courses that are delivered exclusively online, more commonly they are used to manage blended-learning courses (i.e. a mixture of online and face-to-face teaching). The platforms make the running of such courses relatively easy, as they bring together under one roof everything that the institution or teacher needs: ‘tools that have been designed to work together and have the same design ethos, both pedagogically and visually’ (Sharma & Barrett, Blended Learning Oxford: Macmillan, 2007, p.108).

The major ELT publishers all have their own LMSs, sometimes developed by themselves, sometimes developed in partnership with specialist companies. One of the most familiar, because it has been around for a long time, is the Macmillan English Campus. Campus offers both ready-made courses and a mix-and-match option drawing on the thousands of resources available (for grammar, vocabulary, pronunciation and language skills development). Other content can also be uploaded. The platform also offers automatic marking and mark recording, ready-made tests and messaging options.

MEC3

In the last few years, the situation has changed rapidly. In May 2013, Knewton, the world’s leading adaptive learning technology provider, announced a partnership with Macmillan ‘to build next-generation English Language Learning and Teaching materials’. In September 2013, it was the turn of Cambridge University Press to sign their partnership with Knewton ‘to create personalized learning experiences in [their] industry-leading ELT digital products’. In both cases, Knewton’s adaptive learning technology will be integrated into the publisher’s learning platforms. Pearson, which is also in partnership with Knewton (but not for ELT products), has invested heavily in its MyLab products.

Exactly what will emerge from these new business partnerships and from the continuously evolving technology remains to be seen. The general picture is, however, clearer. We will see an increasing convergence of technologies (administrative systems, educational platforms, communication technologies, big data analytics and adaptive learning) into integrated systems. This will happen first in in-company training departments, universities and colleges of higher education. It is clear already that the ELT divisions of companies like Pearson and Macmillan are beginning to move away from their reliance on printed textbooks for adult learners. This was made graphically clear at the 2013 IATEFL conference in Liverpool when the Pearson exhibition stand had absolutely no books on it (although Pearson now acknowledge this was a ‘mistake). In my next post, I will make a number of more specific predictions about what is coming.