Teaching and Learning blog

For instructors and students alike, the path to success has become far more challenging. Students are arriving with different life and learning priorities, and varying levels of preparation. Everyone’s working harder, in the face of greater obstacles and deeper uncertainty. Instructors and students both need more effective support, in an era where resources are scarce. Courseware has always been a key resource, but today it needs to deliver more than ever. This makes your courseware decisions even more crucial. 

Great courseware doesn’t just happen: everything about it is intentional. In this blog post, we’ll discuss how we're delivering on three of Pearson’s core priorities for building courseware that helps instructors and learners thrive – outcomes, equity, and accessibility.  

Achieve the outcomes that matter

The most important outcomes are those that learners and instructors want, to help them realize the lives they imagine. Our outcome-based design processes help us understand and identify those upfront, as a “north star” to keep all of us aligned and on track. 

When we say “all of us,” we’re talking about a wide array of world-class, cross-disciplinary experts all working together, including: 

• Learning scientists who ensure our products reflect the latest, best evidence on what helps students learn, helps instructors teach, helps people effectively use technology, and helps promote career progress 
• User experience and content professionals who build and evolve engaging and personalized digital learning platforms, maximize relevance, and present material in powerfully compelling ways
• Assessment experts who embed opportunities for continual student progress assessment, and identify opportunities to improve our products
• 6,000+ trusted authors who bring their unique voices and cutting-edge knowledge -- so students never forget they’re learning from other remarkable human beings.

All this expertise translates into real effectiveness and strong outcomes. Take, for example, the experience of The University of Maryland Global Campus (UMGC), which serves 305,000 online students worldwide, many non-traditional or not fully prepared for college-level work.

Responding to a goal of reducing developmental prerequisites in college-level math and statistics, UMGC faculty assessed Pearson’s MyLab^® and an OER alternative through a 2.5-year pilot encompassing 12 instructors and 6,500 students. Based on the pilot’s remarkable results, UMGC has rolled out MyLab widely. That’s translated into dramatic improvements: from 60% to 80% student success in statistics and from 50% to 80% in algebra compared with OER.

Faculty evaluations have improved, too. Freed from grading, instructors had more time to guide individual students, and they also had richer data to tailor courses around their needs. 

UMGC’s experience is just one example of how Pearson’s outcome-based design is rooted in superior learning science is helping real learners. Outcomes like these thrill us – they’re why we do what we do. 

Extend great learning to everyone

At Pearson, the words “diversity, equity, and inclusion” aren’t cliches or trendy buzzwords. They’re a way of life deeply grounded in beliefs we’ve held for generations: Every individual can benefit from learning, and learning is a powerful force for positive change. Everyone should be welcomed into learning. Everyone should have a fair opportunity to learn, and learning should work for all students.

What matters more than our beliefs is what we do about them. We’ve built, and we enforce, comprehensive policies for making sure we authentically, inclusively, and respectfully represent people of all kinds. We are committed to minimizing bias. Our content celebrates diverse identities and lived experiences (see some complimentary examples here). We draw on many best practices and frameworks to provide high-quality inclusive content. We offer practical ways to report and dialogue about potential bias in our products.We do all of this so that our products are more inclusive, more relevant, and more accurate. Our DE&I approach to content development results in better products that center learners and increase student engagement.

Finally, we understand that effectively embedding diversity, equity, and inclusion in our work is a journey. We honor and promote DE&I internally, to ensure that our offerings are created by teams who reflect those we serve. We’re proud to have earned the Human Rights Campaign’s “Best Place to Work for LGBTQ Equality” award, inclusion in Bloomberg’s Gender Equality Index, and a top grade in the Disability Equality Index, the most comprehensive benchmark for disability inclusion.

By doing all this, we’re serving learners’ demands. Our 2021 Global Learner Survey found that 80% of learners were trying to educate themselves about issues related to social justice, diversity or gender equality, rising to 84% among millennials and 85% among Gen Z.

Ensure accessibility to meet everyone’s potential

For too long, people were excluded from full access to education based on disabilities that were irrelevant to their potential. We’re determined to overcome that, one individual at a time. Our commitment is woven into our learning materials, development processes, innovation efforts, employee culture, and partnerships.

More specifically: We follow Web Content Accessibility Guidelines (WCAG) 2.1 guidelines and Section 508 of the Rehabilitation Act for products copyrighted 2022 or later. We’ve established comprehensive accessibility standards for creating products that are perceivable, operable, understandable, and robust. We’ve built a roadmap for addressing accessibility issues in our existing MyLab and Mastering courses, and we’re doing extensive audits to remove barriers elsewhere. Our teams participate in rigorous, ongoing accessibility training. As of this writing, we offer nearly 900 accessible eTextbooks, and we’re working with T-Base Communications to accelerate delivery of top-selling Pearson titles in braille and reflowed large print.

Finally, to make sure we truly understand what learners need, we work closely on an ongoing basis with key members of the disability and advocacy community, and with organizations such as W3C, DIAGRAM Center, DAISY Consortium, Benetech, and the National Federation of the Blind.

Get what your learners deserve

Delivering on these commitments to outcomes, equity, and accessibility requires extensive resources, skills, and commitment. Not all of the world’s courseware reflects these values. But we think today’s learners should expect no less – and neither should you.

Explore new ways to help your students succeed.

The big challenge

The University of Maryland Global Campus made a major decision several years ago. Instead of investing in curriculum from various publishers, the school opted to try Open Education Resources or OER back in 2014. It was a way to ease the financial burden for students.  

Years later in 2018 the school, which today has a worldwide enrollment of 305,000, reduced and in some cases eliminated developmental math as a pre-requisite. It proved to be a disaster. Unfortunately, OER didn’t provide nearly enough critical support for students who were ill-prepared for college level courses.

A perfect fit for success! 

Given the nature of the challenge, UMGC Math and Statistics Program Director John Beyers partnered with Tiffany DePriter, Statistics Coordinator/Instructor, to explore possible solutions. They decided to use an adaptive resource and elected to pilot Pearson’s MyLab and compare it to ALEKS from McGraw Hill. After extensive testing and evaluations, MyLab was selected primarily because of its continuous assessment approach to support each student’s individual pace along the way. In addition, it was an ideal way to customize the learning and fully engage with students using the remarkable array of tools that MyLab provides.

Looking for an easier, more dynamic way to inspire your students’ learning? Revel^® teaching and learning platform from Pearson will feel like a joy compared to textbooks as it integrates videos and dynamic interactives into compelling digital narratives.

The platform keeps your students on pace, provides a clear view of their engagement and performance, and is easily accessed from the first day of classes. It puts them in the digital driver’s seat and on a smoother road to success.

Revel improves students' course grades and exam scores. In our numerous research studies, the data show that students who engage with Revel are more prepared for class and get better grades. In addition, instructors benefit when they use Revel performance data to identify struggling students.

Taking a moment now to learn about Revel’s top features can help improve the learning experience for your learners of today and tomorrow.

Revel’s top 5 features —

1. Educator Dashboard: offers an at-a-glance look at overall class performance. It helps instructors more easily identify and contact struggling and low-activity students, ensuring that the class stays on pace. By identifying at-risk students you can implement early intervention strategies to help them succeed in the course.

2. Embedded Assessments allow for practice and review, improving comprehension, filling learning gaps, and providing feedback. Students can practice and quiz themselves to review concepts while easily assessing their understanding to better prepare.

3. Shared Writing Assignments foster critical thinking through writing without significantly impacting your grading burden. Throughout each narrative, self-paced journaling prompts encourage students to express their thoughts without breaking stride in their reading.

Assignable shared writing activities direct students to share written responses with classmates, promoting peer discussion. Essays integrated directly within Revel allow you to assign the precise writing tasks they need.

4. Shared Media Assignments enable instructors and students to post and respond to videos and other media. Students can also record and upload their own presentations for grading, comments, or peer review.

Video quizzes engage students while checking their understanding of concepts. Instructors can share videos accompanied by time-stamped multiple-choice questions.

5. Instructor App enables instructors to easily view performance insights and contact struggling and low-activity students to help them get back on track – anytime, anywhere.

Teaching tools to love —

Inspiring active learning enables students to explore, contextualize information, and apply concepts as they read. It unlocks students’ curiosity and immerses them in subjects, reading and practicing in one continuous experience. Research shows this approach leads to higher recall of key concepts versus passive engagement alone.

Notetaking, highlighting and more make learning fully digital and highly engaging, providing students everything needed for a course — through one continuous, integrated learning experience. Highlighting, note taking, and a glossary let them read and study however they prefer. Instructors can add notes, too, including reminders or study tips.

Monitoring student progress allows educators to monitor student progress on assigned reading, which is a good indicator of how the class is doing. By tracking reading and having the option to make it a percentage of the final grade, they can hold students accountable and keep them on track.

It's a smooth ride to the future with Revel. Read how from other instructors and the impact Revel has had in their classroom and the lives of their students:

The COVID-19 pandemic in early 2020 revealed challenges for students and teachers worldwide. By the end of the 2021 school year, students in K-12 were months behind in math and reading. Students and teachers had faced changes in schedules, new teachers midyear, internet challenges, and Zoom exhaustion.

These changes forced a sudden change in traditional teaching and learning styles. The digital transformation in education advanced exponentially, creating new opportunities for students to learn through video rather than solely for gaming.

The value of video

Teachers learned how to use videos to keep their students engaged. Video provides the much-needed flexibility and personalization to individualize learning experiences for specific student needs. Students benefit by watching at their own pace, anywhere, anytime, allowing them to stop, rewind, and play again to meet their needs.

We’re proud to announce our learning solutions have won the following awards.

MyLab^® Math and MyLab Statistics won the CODiE Award for “Best Higher Education Mathematics Instructional Solution,” which recognizes the best instructional solution that offers mathematics curriculum and content for students in higher education math subjects.

Revel for Political Science/History/Sociology/Psychology also won the CODiE Award for “Best Social Sciences/Studies Instructional Solution,” which recognizes the best instructional solution for social sciences/social studies curricula and content for students in the higher education or PK-12 markets.

In addition, we were a finalist for the following award.

NCCERConnect was a finalist for the CODiE Award for “Best College & Career Readiness Solution,” which recognizes the best digital product or service that develops 21st Century workforce skills and knowledge for students.

The CODiE Awards were established so that pioneers of the budding software industry could evaluate and honor each other’s work. Today, the Awards continue to honor excellence in leading technology products and services. At Pearson, we've been creating innovative learning experiences since the Awards began in 1986, and our latest award-winning instructional solutions are evidence that we’re never satisfied with the status quo. Keep reading to learn more about what makes them unique.

What is MyLab?

MyLab Math and MyLab Statistics use data-driven guidance to improve results for students, with engaging, interactive content by expert authors that better helps them absorb and understand difficult concepts from developmental math to differential equations.

MyLab gives instructors a comprehensive gradebook with enhanced reporting functionality that makes it easier for instructors to understand which students are struggling, and which topics they struggle with most.

Many of you may be experiencing those end-of-term emotions ranging from relief to exhaustion. On top of all the final grades and last-minute faculty duties, it’s time to think about the next term’s classes, whether that’s a short summer session or getting a jump on Fall class designs.

Course review

If you’re a Revel^® user, I suggest you examine your aggregate class data from the easy-to-access dashboard view before automatically copying the current course into the next term’s course shells. The dashboard view gives you a wealth of actionable data.

The Revel dashboard is a completely different tool for analytics than I have ever used in terms of providing numbers that reflect what was working and what needed improvement. The data helped to inform my decisions about the efficacy of the current course and implied changes I could make to the current design to increase students’ engagement and content proficiency next term. Let’s walk through what I found most helpful.

Educator Dashboard insights

The Revel Educator Dashboard provides a great deal of information in the following areas:

• aggregated class data for a view of overall performance
• score details to see class performance on each type of assessment assigned
• struggling and low performing student gauges for quick identification and communication
• assignments with due dates as well as additional details, including challenging items
• settings tab showing assessment types and ways to improve the course design

Assessment data

When reviewing the assessment data, I ask myself if there are any settings or scoring policies that I might change to increase both engagement and comprehension.

The view score details section provides aggregate scores for students on each type of assessment assigned, allowing me to note assessment types that received low scores. This can indicate a lack of understanding or a lack of participation. By drilling into the details of some assessment types within the assignment view of the grades section, I might see a lack of participation rather than low scores. This could indicate I should assign greater value for these types of assessments if I feel they are sound activities for students to become proficient with the content.

Increasing the weight of certain assessments might incentivize students to complete them. Or, by allowing fewer attempts for the Revel module or chapter quizzes, students may be less likely to complete the quizzes without fully understanding the concepts they should have read before taking the quiz.

You might choose to exclude certain types of assessments next term if you feel the value is less than you wish for students to expend energy and time completing. In that manner, you might increase compliance on the assessments you feel are more robust in helping students acquire the knowledge needed to become proficient in your courses’ required outcomes.

I acted weekly based on the struggling and low activity student gauges by sending a brief email to those students and it made a dramatic difference in my classes, both face to face and online. For three years I conducted my own efficacy study by examining the effect of using this intervention strategy with my low-performing students. I opened the dashboard view early Monday mornings after the Sunday due dates and dropped each student an email stating I noticed they were having some issues in completing their work in Revel the previous week. I would tell them to contact me if I could be of assistance with anything.

This simple, very quick intervention was so telling during COVID-19 when students would email me back and share things like they had little connectivity at home with four siblings using the same Wi-Fi, or they had lost their homes and were in the process of moving. Issues that I had no ability to resolve yet tugged at my heart. However, I could put skin on the computer by letting my students know I cared and connected with their struggles. Even if the student was simply slacking, they knew I was an active presence in the online classroom. We know from research on distance learning that human connections between students and teachers, and between peers, are often the variable that increases persistence to completion.

Over our three years of COVID-19 I have seen an increase of slightly more than 25% retention in my online classes and 13% in my face-to-face classes. Apparently, being engaged with the content outside of class was equally important as in-class presence.

Deeper course analysis

The next question I pose for myself relates to what I can change or renew for even greater success next term.

When you scroll beneath the dashboard to the assignments and you see challenging items, this means there are questions on the quizzes that many of your students did not answer correctly on the first quiz attempt. This could indicate the concept is difficult to grasp by simply reading the material.

When you dig deeper, you can see the exact question/concept where students struggled. This information has prompted me to add some of my own content to the Revel material to increase students' understanding. For instance, with psychology, operant and classical conditioning are concepts often confusing for intro to psych students. I have added material in my LMS, class, or Revel by using the highlighting and sharing a note feature to increase students’ understanding of that difficult concept.

I also like to look at overall trends in the term by scanning the dates, the scores, and the participation. This can inform me about seasonal changes in students’ performance such as midterm slump, spring break fever, or those times in any of our terms where students’ performance historically declines.

Student engagement tactics

Interventions to increase student engagement might include reducing the number of assessments or using more active engagement assessments, such as asking students to present or to work collaboratively to engage them more fully.

If you go to the resources tab and open your book, you can select the section you found of challenging items. Highlight that section, add a note or even a URL to create an active link in your students’ notes. You could add a TED talk, or, as I did with my psychology students, a link to YouTube of The Big Bang Theory show where the actors are using operant and classical conditioning to train their significant others. When you share notes like this, the information appears in your students’ notebooks, and they can use your notes as study guides.

Revel offers the right amount of actionable data for me to understand my students’ progress, their engagement, and where they experience challenging concepts. The platform also helps me improve my delivery, increase student success with Revel, and helps students become proficient in the learning outcomes.

I’ve been teaching public speaking for over 25 years. When I decided to teach online 15 years ago, I looked for a tool that would allow my students to upload their speeches for me to grade.

Did I mention my predecessors teaching online speech were using snail mail and VHS tapes? Well, I came a long way, baby! I was one of the first teachers in the US to use the newest video upload tool, MediaShare, which has evolved into the multifunctioning Shared Media.

Why Shared Media?

This Pearson tool allowed me to accept student videos of the length required for speeches and to grade them in one stop. And as the years rolled on Shared Media got better and better. It is a tool that allows you to “share” any type of media to your students and you can ask them to share any type of media back with you; audio, documents, images, or videos.

You have so many options when creating assignments. You can send your students an example of a bad speech and ask them to critique it and send you back the critique in a document. Or you can send instructions for preparing and delivering a recorded speech and ask the students to share with you their video along with their outline and even the PowerPoints^® or images they’ll use for visual aids.

I can now use one of the pre-created speech grading rubrics or create my own. And I’m able to require peer evaluations using a rubric I choose for students. I even have the ability to team students into groups, so they become the cheerleaders for each other’s speeches as they offer peer support and suggestions.

Give it a try

Since my early beginnings 14 years ago teaching online speech courses for my college, I have met many instructors who firmly believe teaching speech online is an impossibility. Nay, I say! Have you tried Shared Media? While we cannot replicate a face-to-face environment for students online, I can certainly simulate the types of activities that build the same skills needed for either a virtual or real-world speaking event.

I’ve even been able to share my successes with neighboring colleges who’ve asked me to demonstrate my online speech classes and have used them as a model to implement their own online speech programs using Shared Media.

Now I can teach speech from anywhere. And I have. From mountain tops in Costa Rica, to sailing ships in Indonesia. If there’s an internet connection, I can support students as they learn the skills of speaking publicly.

In order for an online course to be successful, one must first divorce their thinking from the traditional face-to-face classroom, and consider several key components of the online course experience. Let’s focus on the big items…

Lecture videos 

One of the most natural starting places for creating an online course is the lecture. This can of course take many forms. The lazy alternative is to simply tell students to read the chapter, but this is, as one might expect, unfair and inadequate. Our students look to us to explain, and that is, of course, one of our primary jobs.

Many instructors make their initial videos mimic what they might do in front of a class, and some even attempt to record their actual classroom lectures. For quite a few reasons this is a bad idea. Let’s address a few of these issues.

If you actually record your classroom, this will include extraneous comments and questions from the students in the room that day. This does not provide an “inclusive environment”, as some might argue. What it does provide is audio distractions for students trying to focus on critical material.

Yet another problem with this style of lecture capture is length. Ideal videos for an online course should be “small bites”. Each video should address a discrete topic (commonly a chapter section) and no more. Ideal time on a video of this sort falls between 3 – 10 minutes. This provides a few key benefits. Students don’t have to remember where they were in an hour-long lecture should they need to leave/return. Students can easily watch/rewatch a short video in available time even with a busy schedule.

How should you actually capture your lecture? There are several useful tools/techniques that can serve this purpose.

At hand for most instructors is PowerPoint narration. Both PowerPoint and Apple Keynote permit users to record narration on each slide. While you certainly can then share narrated presentations with your students, that relies on students having the original software to play the presentations. An easier option is to simply export a video. Powerpoint: File>Export>Create Video. Keynote: File>Export to>Movie.

A more robust option would entail use of screen capture (sometimes called “screencasting” software such as Camtasia (Windows or Mac) or Screenflow (Mac). These apps allow capture of the entire computer screen or a portion of the screen. More importantly, they permit robust editing of the video after the initial recording. This provides an easy remedy for an instructor who has made an error during the lecture. They can simply pause and correct the error. One would then remove the error in postproduction prior to saving the final video.

Since we have addressed the idea of editing, we should bring up the idea of closed captions. Any instructor providing lecture videos should be extremely aware of remaining ADA compliant with any materials produced. Both Camtasia and Screenflow have features that allow you to insert true closed captions. One strategy that makes this process easier is lecturing from a pre-written script. This will enable you to simply cut/paste the actual words read from the script into the captions track during editing.

Good Audio

One cannot have “good video” in absence of “good audio”. To that end, it is strongly recommended to not simply rely on the microphone built into your computer. Bad audio is distracting and is a disservice to your audience.

You may wish to consider either a headset mic such as the Logitech H390 Noise Canceling headset (around $25 from online retailers).

Alternatively, you may want to consider a more robust studio microphone such as the Rode Podcaster. Going with this option, you may wish to include a boom arm to mount the mic to your desk. This configuration is a bit more expensive (around $350 total for mic and arm) but provides exceptional audio quality. As a side benefit, this certainly puts the online professor into “recording mode” when you pull the microphone boom arm over in front of you. As a user of a system like this, there is a lot to be said for the level of focus that a good microphone brings to your workflow.

Online Homework

One hallmark of an online course is, of course, online homework. Your publisher’s platform is an ideal place to go for ready-to-go assignments. Depending on your discipline you may wish to consider Mastering, MyLab, or Revel. Your publisher also has Customer Support teams standing ready to help you learn all about designing effective assignments.

Ideally for each chapter, one should consider pre-lecture, mid-lecture (tough topics), and post-lecture (chapter quiz) assignments.Some instructors express concern as they first begin assigning online homework that they don’t want to assign “too much homework”. That approach is actually counter-productive.

Ask yourself: How many times have students come to you to ask, “What else can I do to study?” Now remind yourself, have you ever said to students: “For every hour you are in the classroom, you should spend 2-3 hours outside of class studying.” It is actually common for an online course to have more homework assignments than a similar face-to-face course.

A final consideration should be point value. Students won’t be invested in assignments that are simply busy work that don’t contribute to their overall outcome. A good target range would be 10 – 25% of total course grade. I myself set a value of my students’ online homework at 20% of their semester grade.

Securing high stakes exams 

Most schools will require some form of proctoring on high stakes exams. These are the “traditional exams” we’re all familiar with. There are several options for having these exams proctored for your online course.

If you happen to be teaching a discipline that uses MyLab you’re in luck. MyLab has a partnership with ProctorU, an online proctoring service that watches both what happens on a student’s screen and watches the student and immediate environment through the computer camera. In this form, ProctorU is utilizing an artificial intelligence engine rather than an actual human proctor. At present, this option is not available in either Mastering or Revel, thus proctored testing in those platforms is not currently an option.

For schools that insist on proctored exams there are a few options.

On-campus Testing Centers are available at most campuses, and students of those campuses can usually test for free. If an online student does not live near the instructor they may still utilize a campus testing center near their home, but they may have to pay a per-exam fee. In such cases, students should provide contact information to their instructor and obtain permission to use the testing center at the alternate school. In either case, details needed to take the exam should be communicated to such a testing center by the instructor. Exams can either be paper based, run on publisher sites (Mastering, Revel, Pegasus, MyLab) under password protection, or via questions uploaded to the school LMS, again under password protection with Testing Center staff entering the password which remains unknown to students.

The second option would be a proctoring service such as ProctorU.com. These companies provide pay-by-exam services for students (free for instructors to set up) and involve a human proctor watching the student, immediate environment, and student’s computer screen. The service provides incident reports including screenshots, video, and descriptions of incidents. The cost to the student depends on the amount of time permitted by instructors. My own students typically pay about $30 per exam. It is worth noting that the pay scale is based SOLELY on the maximum time an instructor permits. In particular a student cannot rush through the exam for a cheaper session. So, there is no monetary incentive for them to finish an exam early. Most students don’t consider this their primary exam strategy, but rather use it in a pinch when they can’t come to campus.

Online Discussions Options

One critical component of an online class is providing a way for your students to feel connected to the instructor and their classmates. There are several options for this component of the class.

Publisher platforms (Mastering, Revel, MyLab, Pegasus) all include asynchronous discussion forums, as do most of the common LMS platforms such as Blackboard, Desire2Learn, Canvas, and Moodle. Many, if not most of these, require the student to be logged into the platform in order to see current and past posts, or to reply.

An interesting alternative solution can be found in app-based discussion platforms such as GroupMe. I began using GroupMe a few years ago and it has revolutionized my online class discussions. At the beginning of the semester I create a Class – GroupMe group and send the invitation link to my student email list.

GroupMe can be accessed in a browser, as well as on-device apps. Students can configure GroupMe to send them group messages as SMS texts. Students and instructors can post messages that appear in real time. The history of the discussion is available to scroll back through all the way back to the creation of the group. Participants can post text and images. The group creator can create group polls. As exam time approaches I post sample questions for students to answer and encourage them to create their own. What ensues is often an impromptu study session.

This app creates an on-device environment that most of my millennial students seem to relate to, in a communication form that speaks to them at a core level.

I have had students over the past 2-3 years tell me that they feel more connected to me and other students in my online classes than they have ever felt in any face-to-face class. So, if you are considering creating an online course, stick with these core principles:

• Produce a lecture component that is easy to consume and ADA compliant.
• Design and assign homework that contributes to your students’ success.
• Find a way to securely deliver high-stakes exams that satisfies your administration and is accessible to your students.
• Communicate! The students in your online course should not feel as if they are in a vacuum. They should feel a part of a community who are all on a learning journey together with their instructor leading the way through the course material

The Discovery Channel’s This is AI looks at how artificial intelligence (AI) is changing the world now, the scientists shaping it, and the lives affected by this nascent technology.

This is especially significant in the education industry with the increasing need for lifelong learning. The future of digital learning offers the potential of even greater tools and supports. Imagine lifelong learning companions powered by AI that can accompany and support individual learners throughout their studies – in and beyond school – or new forms of assessment that measure learning while it is taking place, shaping the learning experience in real time.

While the full potential of the application of AI is being discovered with each day, today there are students and educators benefitting from a new kind of personalized learning.