Kaplan Newsweek My Turn Essay Competition 2011

Teaching Staff

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English Department

Math Department

Science Department

University of Utah Department

Technology Department

Special Education Department

Foreign Language Department 

Art Department

ALISA MCDONALD - STUDIO ART, A.P. ART HISTORY 
e-mail - amcdonald@ames-slc.org
ext: 215

Masters in Education, Westminster College
BS Secondary Education, History & Art, Westminster College
BA Art History, University of Utah
English as a Second Language Endorsement
National Board Certification,
Early Adolescent through Adulthood Art Education

Social Studies Department

GARY BIGELOW - ENGLISH
e-mail - 
BA: English
University of Utah
MA: Teaching
Westminster College 

SHANNON FREESTONE - ENGLISH
e-mail - sfreestone@ames-slc.org
ext: 218
BS: English and Political Science
Weber State University
University of Utah--Graduate school in political science
BS: English teaching--Special Education
Weber State University 
Teacher, Highland Middle School, special education math, science and language arts (2001-2003)

AMY NOYCE - 9th GRADE LANGUAGE ARTS & CREATIVE WRITING 
e-mail - anoyce@ames-slc.org
ext: 153
BA History (Minor: Classical Civilization)
University of Utah 
BA English Teaching
University of Utah 
Secondary Teaching Licenses: English, History, and ESL. 
LAURIE OBERG - ENGLISH
e-mail - loberg@ames-slc.org
ext: 219
Bachelor of Arts, English
Master of Education, Educational Studies
Certification: Secondary Language Arts, 7-12
Reading Specialist Level I

Laurie Oberg Hadden, B.A., M.Ed., brings to AMES eleven years of teaching experience across grade levels and in both public and private schools. She earned a Bachelor of Arts degree in English and history from Westminster College, and a Master of Education degree in teaching and learning from the University of Utah. She holds Utah state endorsements in secondary language arts and reading. Her areas of teaching interest and expertise encompass all facets of adolescent literacy, and she has enjoyed success using chess in the classroom to teach thinking skills and sporting behavior. Her leadership roles have included accreditation steering committee member, department chairperson, and faculty advisor for chess program and yearbook. A voracious reader and writer, she also is a past board member of the Autism Society of Utah, and a volunteer, along with her son, with the Autism Research Institute.
LISA JASUMBACK - MATH 
e-mail - ljasumback@ames-slc.org
ext: 113

Lisa Jasumback received both a BS and M.Ed. from the University of Utah. She has also received a Level 4 Math Endorsement. She began teaching in 1983 at Riverview Junior High School where she taught Reading, English, and Mathematics. Later she taught Mathematics and was the Student Body Advisor at Murray High School. In 2003 she became the Math Supervisor in the Curriculum Department in Davis School District. She began teaching Mathematics at AMES in 2007. 

JOEL MILLER - MATH 
e-mail - jmiller@ames-slc.org
ext: 155

Joel Miller earned his bachelors of science degree in Mathematics and Secondary Education from Westminster College in Salt Lake City, Utah. Joel comes to AMES after working in a variety of fields. Joel is certified through the State of Utah as a level 4 Math Teacher and is certified to teach both Math and Spanish. Currently, Joel is seeking his Masters of Math in Education.


CAMILLA STRONG - MATH
e-mail - cstrong@ames-slc.org
ext. 214
BS - Mathematics Teaching (Univ. of Utah)

Camilla received a Bachelor of Science in Mathematics Teaching from the University of Utah. For the past six years she taught all levels of math at West High School, including classes in the International Baccalaureate program. She has a level 4 math teaching certificate and an ESL endorsement, and she was very excited to join the team at AMES in 2013. When she isn't teaching or doing math, Camilla loves reading, playing board games, biking, going to trivia competitions with her friends, cooking, and watching movies.
TAMARA AHO - SCIENCE
e-mail - taho@ames-slc.org
ext: 216
MS - Health Promotion and Education – University of Utah
BS - Liberal Arts – University of the State of New York
AAS – Intelligence Applications – Wayland Baptist University
AS – Early Childhood Education – Brigham Young University – Hawaii Campus

Level 2 Professional Educator License for the State of Utah
with endorsement in Biological Science and Health

CHES – Certified Health Education Specialist – National Commission for Health Education Credentialing

Tammy Aho comes to the teaching profession after a 20 year career in the United States Navy as an Intelligence Analyst specializing in Imagery Analysis and Intelligence Collections, with a strong desire to continue to serve the community through mentoring, educating and nurturing our next generation of leaders and scientists – ever searching for the next Nobel Laureate!

Hobbies include visiting her son in Washington, and traveling to far and distant lands such as the jungles of Peru, the depths of the Great Barrier Reef, or the deserts of Jordan to bring back exciting examples and artifacts for the next biology and/or health lesson!




SUSAN BANKS - CHEMISTRY 
e-mail - sbanks@ames-slc.org
ext: 152

DOUG HENDRICKS - PHYSICS, MATH, ASTRONOMY
e-mail - dhendricks@ames-slc.org
ext: 213
BS - Physics
University of Utah
BS - Chemical Engineering
University of Utah
MS - Optical Science
Utah State Certificate of Teaching
endorsement in Physics and Math 

Mr. Hendricks became a high school teacher in 2003 after retiring from a 20-year engineering career in Silicon Valley where he made computer micro-chips and related equipment.   His focus now as a teacher is on helping students get excited about math and science.  He wants all students to understand how it is that the math and science they learn now in school is going to help them later in life, regardless of whether or not they go on to become scientists or engineers. 




PAUL RAMSEY - EARTH SCIENCE
e-mail - pramsey@ames-slc.org
ext: 217 
BA - Earth and Space Science Education
Brigham Young University
Level 2 Professional Educator License for the State of Utah
with endorsement in Science, Earth 

Paul Ramsey has had an exciting and varied life. As a boy, he lived in Brazil, his mother’s home country. In the mid 1960s, Paul’s family moved to the pine forests around Atlanta, Georgia where they lived for eight years. During this time, he gained a great appreciation for the outdoors. After that, he lived in Chapel Hill, North Carolina, where his mother pursued a Ph.D. They eventually moved to Utah, where Paul’s mother worked as a University professor. The Utah landscape fueled a passion for the desert, where he spent a few years as a desert survival instructor. He later decided on a career in the Earth Sciences. Paul studied Geology at Brigham Young University and worked as a geologist during the Summers. As a geologist and concurrent student, Paul had the advantage of learning in the context of the field as well as in the classroom. Paul worked in platinum exploration in Montana, placer gold exploration in Arizona, and disseminated gold exploration in Nevada and Utah. As an Engineering Geologist, he worked all over the western U.S. These included fault investigations, soil and slope stability characterizations, ground water monitoring, and detailed geologic mapping. He also worked with hazardous material sampling. Paul’s greatest satisfaction as an Earth Science professional has been in the area of education. For 7 years he was the Science Department Chair at Meridian School, a pre-K through 12 private school in Provo, Utah, where he helped develop different methods of teaching science. Paul participated in a NSF funded project administered by Dr. Paul Cox, which developed various projects and strategies for service learning in the Sciences. He also worked with NASA’s Jet Propulsion Laboratories educational outreach in relation to the Galileo Mission to Jupiter. Paul believes that educators have the responsibility to be role models for students. Knowledge and experience are the princial tools of an educator, and we have the obligation to consistently add to our toolkit.
BRENDA MCKENNA - U of U WRITING 
e-mail - phantomcat3@gmail.com
B.A. - Brigham Young University 
M.A. - University of Utah

Brenda received her only detentions in elementary school for reading, and in high school she discovered that all those hours with books gave her some nice writing abilities as well. She won numerous national and international writing contests before college, including a Gold Award from the Scholastic Art and Writing Competition and a winning essay entry in the Kaplan/Newsweek "My Turn" Essay Competition. At Brigham Young University she earned recognition for her fiction and creative nonfiction, winning several contests and scholarships, including top awards for a short story about sisters, music, and whales. Brenda currently teaches at AMES for the University of Utah, and spends her time playing with her two children, reading, writing, painting, gaming,  grading, and planning classes for her intelligent and awesome AMES students. 
JOHN NORDSTROM - U of U MATHEMATICS
e-mail - john.nordstrom@utah.edu
BS: Applied Physics
University of Utah 

TONY PANTZIRIS - U OF U PHYSICS
e-mail - app@physics.utah.edu

ERIN ROGERS - U of U WRITING


MARTHA TAYLOR - INTERNSHIPS 
e-mail - mtaylor@ames-slc.org
ext: 151
BA: Education
Blackburn College
Endorsement areas:
Career and Technical Education, Work-Based 
Learning

AUDREY NELSON- COMPUTER GRAPHICS, AIKIDO
e-mail - audrey.nelson@granite.k12.ut.us
ext: 6166
VAUGHN WEBSTER -TECHNOLOGY
e-mail - vwebster@ames-slc.org
ext: 116
Vaughn Webster has agreed to join AMES as our Technology Teacher. He most recently was the technology teacher at Brighton High School and has great experience working in the IT industry.


LAURIE WILLIAMSON - COMPUTER LAB 
e-mail - lmaughan@ames-slc.org
ext: 157
LYNDA SIMMONS - SPECIAL-ED. 
e-mail - simmonsonmission@juno.com
ext: 119
BS Secondary Education, Major-History, Minor-English
Master Degree - Special Education
Administrative Certification 

Lynda is the Consultant for Special Education. Her education, experience, activities and honors are listed below. Lynda is so glad she is an educator because she likes to touch lives and hopefully makes them better. Lynda's greatest joy is her loving family: husband, four children, their spouses and sixteen grandchildren.

Principal Hartvigsen School - 9 years
Vice Principal - Bennion Junior High - 3 years
Teacher Leader - Special Education/Granite School District
Teacher-Special Education -Eisenhower Junior High
Teacher- Special Education - Park City High
Teacher-History/English - Altamont High School
Teacher- History/English - Wasatch Junior High

Utah Federation Council for Exceptional Children
Special Educator of the Year
Utah Federation Council for Exceptional Children
Administrator of the Year
South Salt Lake Chamber of Commerce
Business Woman of the Year
Board of Directors - Junior League of Salt Lake City
President - Woman's Athenaeum Club of Park City
General Federation of Women's Clubs of Utah
President Salt Lake District and State Treasurer
Leadership positions in her church and with her husband
served a year in Blacksburg, Virginia
CINDY HACKETT - PARAPROFESSIONAL
e-mail - chackett@ames-slc.org
ext: 119
BA - French, English Minor, Music Minor
Brigham Young University
2011 Utah Paraeducator of the Year

STEFANIE CRAGUN - Special Education
scragun@ames-slc.org
ext: 109
BS Weber State University Major: Sociology Minor: Political Science
Alternative Teacher Prep Special Education Utah State University
MS Special Education Western Governor's University
MA Mathematics Education Western Governor's University


 

KEITH HOMER – FOREIGN LANGUAGE/ESL
e-mail - khomer@ames-slc.org
ext: 214 
Bachelors in Political Science (Major), Spanish (Minor)
Brigham Young University
Masters of Education (M.ed.)
University of Utah 
Utah State Certificate of Teaching with endorsement in Political Science/Government, Spanish, ESL, Social Studies Composite 

Keith Homer comes to AMES after several years working in the Salt Lake City School District . With time spent at West High School and several years at Glendale Middle School teaching Spanish, Foreign Language Exploration, and Utah History, Keith is well acquainted with the many issues facing at-risk populations.

Keith isn't from Utah originally having lived in several states growing up. He spent his formative years in Connecticut before moving to Utah for college. He received degrees from Brigham Young University in Political Science and Spanish and a Masters of Education from the University of Utah .

Keith has strong interests in the public policy arena having completed internships in the U. S. Senate in Washington, D. C. and the Utah State Legislature as well as running as a candidate in District 30 for the Utah House of Representatives.

Keith lives in Midvale now with his wife, Kristin, a former schoolteacher herself, and their six children. Along with teaching he supports his family with a landscape/garden design business using experience and training gleaned from several years working on the Temple Square gardens in Salt Lake City . His wife has hopes that someday he'll be able to work on his own landscape.
JOSEPH NIELSON - ARABIC
e-mail - jnielsen@ames-slc.org
ext: 113
BECKY HATCH - SOCIAL STUDIES 
e-mail - bhatch@ames-slc.org
ext: 117
My name is Becky White Hatch and this is my sixth year at AMES and my 21st year of teaching.  I am a National Board Certified Teacher in the area of Social Studies/History.  My husband Russ and I live in South Jordan and have four extremely lovely grandchildren - Emma, Abbi, Isaac, and Sienna.  Our children are also amazing!  I love to be with my family, walk in the morning, read great books, watch romantic movies, spend time in the mountains, and play music (piano, banjo, and organ)!
JANNA MARTIN -SOCIAL STUDIES
e-mail - jmartin@ames-slc.org
ext: 240
Janna is a recent graduate from Westminster College and completed her student training at Cottonwood High school. She is working toward a master's degree at Westminster College in Multicultural Studies.


KIM SPENCER – SOCIAL STUDIES
e-mail - kim.spencer@ames-slc.org
ext: 211
B.S. Social Science, History
Westminster College, UT

Education

Imagine every student has a tireless personal tutor, an artificially intelligent and inexhaustible companion that magically knows everything, knows the student, and helps her learn what she needs to know. “‘You guys sound like you’re from the future,’” Jose Ferreira, the CEO of the education technology startup Knewton, says. “That’s the most common reaction we get from others in the industry.”

When I first met Ferreira four years ago, this kind of talk sounded like typical Silicon Valley bluster from another scruffy, boyish founder of a technology startup. Today, he can back up the kinds of breakthroughs he says his company can deliver: several million data points generated daily by each of 1 million students from elementary school through college, using Knewton’s “adaptive learning” technology to study math, reading, and other fundamentals. Peter Thiel, the PayPal co-founder, Facebook investor, and an early investor in Knewton, told Knewton’s staff recently that the company has two key characteristics he looks for in a deal. “Before they happen, everybody thought it was impossible. Afterwards it’s too late for anyone else, because they’ve already done it.”

Adaptive learning is an increasingly popular catchphrase denoting educational software that customizes its presentation of material from moment to moment based on the user’s input. It’s being hailed as a “revolution” by both venture capitalists and big, established education companies.

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Starting this fall, Knewton’s technology will be available to the vast majority of the nation’s colleges and universities and K-12 school districts through new partnerships with three major textbook publishers: Pearson, MacMillan, and Houghton Mifflin Harcourt. And Ferreira’s done all this even though he says neither his investors nor his competition, to say nothing of the public or the press, really understand what Knewton can do.

But here’s the vision. Within five or 10 years, the paper textbook and mimeographed worksheet will be dead. Classroom exercises and homework—text, audio, video, games—will have shifted entirely to the iPad or equivalent. And adaptive learning will help each user find the exact right piece of content needed, in the exact right format, at the exact right time, based on previous patterns of use.

In an age of swelling class sizes, teacher layoffs, and students with a vast array of special needs and learning styles, some reformers hail these software systems as a savior that could make learning more customized and effective and teaching more efficient. While battle lines are sharp in K-12 school reform over issues from charters to the Common Core national curriculum standards, digital innovations have fans across the political spectrum for their power to engage students and bring the classroom into the 21st century.

Here’s what Ferreira thinks this software-powered learning can do. “Right now about 22 percent of the people in the world graduate high school or the equivalent. That’s pathetic. In one generation we could get close to 100 percent, almost for free.”

The staff at Knewton has perfected getting the right content to the right kid, at the right time, in the right format. Mark Abramson

LIKE A lot of technology entrepreneurs, Ferreira has a personal beef with the existing education system. “I found school very boring and frustrating,” he says, his low, quick voice barely audible over the roar of air conditioners on the roof deck of Knewton’s new Union Square digs in Manhattan. The company is hiring as fast as it can. Clad in flip-flops, a T-shirt, and shorts, Ferreira presides over an office stocked with an espresso machine and several brands of beer. On the day I visit, employees have brought in bags of kale for a communal lunch.

“The factory model of education is a gargantuan bureaucracy. Some kids are good fits—I wasn’t. The system gives you bad grades and tells you you’re stupid. You don’t think, if this kid’s not a good fit it could be the system’s fault.”

All the content behind education is going to move online in the next 10 years. It’s one giant Oklahoma land grab.

He inherited his rebellious streak, but his family also put tremendous pressure on him to succeed. Ferreira’s parents were native-born white Africans who came to America when he was 2, after his father’s anti-apartheid political activism, in Ferreira’s words, “got us kicked out” of South Africa. They settled in Chevy Chase, Maryland, where he attended public schools that were high quality but, to him, dull. He was the type to torment the teachers with smart-aleck questions, skip homework assignments, and cram all the material the night before the test.

After graduating from Carleton College in Minnesota, where he studied philosophy and mathematics, Ferreira faced anemic job prospects in the early-’90s recession. Living in San Francisco, he made ends meet as an SAT tutor for Kaplan, the largest test-prep company, by day, and as a poker player in casinos at night. In both roles, he delighted in playing the numbers, getting an edge over the house. “Casinos are statistics in game form. And I had started teaching because I love brainteasers. At some point I had taken every standardized test out there—the SATs, the GREs, the GMATs, the MCATs. I just took them for fun. ”

Using adaptive technology, students move at their own speed, so teachers can spend class time targeting individual needs. Joshua Lott/New York Times/Redux

To his parents, however, he was the black sheep. They hadn’t told the rest of the family what he was doing for a living. “One day my parents came into town to take me to dinner. My dad was worried I was a failure. My mom asked, ‘Why do you think you haven’t dated anyone in two years?’—because all my nights and weekends were spent at the poker table. Kaplan had offered me a full-time job, so I took it. I figured it was time to get serious.” Ferreira extended his love of brainteasers to the art and science of taking—and beating, and helping others beat—standardized tests. He never saw this as cheating, rather as righting an injustice for kids like himself, smart but restless, whose fates were being decided on the basis of an arbitrary three-hour test.

His confidence and love of risk, meanwhile, served him well. At one point while working for Kaplan, Ferreira discovered a flaw on the GREs that turned what was supposed to be a very technical math question into something a child could do. The vulnerability forced the Educational Testing Service, makers of the GREs, to delete an entire section of questions. They referred to the test-prep hacker privately as “the Antichrist.” “They had to pull this section of the test. They gave me credit publicly. It’s the only time they’ve ever admitted publicly that someone beat them,” he says, grinning with pride. Kaplan turned the admission from ETS into the basis of an international marketing campaign for their test-prep services. “We put that on everything we sent out after that. I mean nurses in the Philippines were getting postcards about it.”

As a student reads, Knewton’s system is ‘reading’ the student as well. Hesitant or confident? Guessing blindly or taking her time?

Ferreira could have stayed at Kaplan, rising through the ranks, but the dot-com era was dawning, and he became increasingly captivated by the power of technology to transform teaching and learning. He enrolled in Harvard Business School, but continued to play poker for fun and money, sometimes sleeping in his car at 4 a.m. in the parking lot of an Atlantic City casino, unwilling to spring for a hotel room despite the several thousand dollars in his pocket. MBA in hand, he went to work at Goldman Sachs, then left to found a mapping-software startup that imploded in the 2000 bust. He worked as a strategist for the John Kerry campaign for a while (he’s a nephew of Teresa Heinz Kerry). He was a venture capitalist.

“I was like, I’ve had these ideas about education germinating for a long time and I just got to the point where I said, I have to do this.” He started Knewton in 2008 with more or less the same vision he espouses today: to enable digital technology to transform learning for everyone and to build the company that dominates that transformation.

“Look at what other industries the Internet has transformed,” he told me at one of our first meetings, at a technology conference in 2009. “It laid waste to media and is rebuilding it—print, digital, video, music. Travel, hotels, restaurants, retail—anything with a big information component. But for whatever reason, people don’t see it with education. It is blindingly obvious to me that it will happen with education.

“All the content behind education is going to move online in the next 10 years. It’s one giant Oklahoma land grab—one tectonic shift. And that is what Knewton is going to power.”

“The factory model of education is a gargantuan bureaucracy. Some kids are good fits—I wasn’t.” Mark Abramson

THE RECOMMENDATION engine is a core technology of the Internet, and probably one you encounter every day. Google uses recommendations: other people who entered these search terms clicked on this page, so we’ll show it to you first. Amazon uses them: other people who bought this book also bought that book. Netflix uses them: you liked Bringing Up Baby, you’ll probably like The Seven-Year Itch.

The more you use one of these websites, the more it knows about you—not just about your current behavior, but about all the other searches and clicks you’ve done. In theory, as you spend more time with a site its recommendations will become more personalized even as they also draw on everyone else’s interactions within the platform.

Knewton, at base, is a recommendation engine but for learning. Rather than the set of all Web pages or all movies, the learning data set is, more or less, the universe of all facts. For example, a single piece of data in the engine might be the math fact that a Pythagorean triangle has sides in the ratio 3-4-5, and you can multiply those numbers by any whole number to get a new set of side lengths for this type of triangle. Another might be the function of “adversatives” such as “but,” “however,” or “on the other hand” in changing the meaning of an English sentence. Ferreira calls these facts “atomic concepts,” meaning that they’re indivisible into smaller concepts—he clearly also relishes the physics reference.

When a textbook publisher like Pearson loads its curriculum into Knewton’s platform, each piece of content—it could be a video, a test question, or a paragraph of text—is tagged with the appropriate concept or concepts.

The majority of students placed into remedial math at community colleges never get their degrees. Brian Finke/Gallery Stock

Let’s say your school bought the Knewton-powered MyMathLab online system, using the specific curriculum based on, say, Lial’s Basic College Mathematics 8e. When a student logs on to the system, she first takes a simple placement test or pretest from the book, which has been tagged with the relevant “atomic concepts.” As a student reads the text or watches the video and answers the questions, Knewton’s system is “reading” the student as well—timing every second on task, tabulating every keystroke, and constructing a profile of learning style: hesitant or confident? Guessing blindly or taking her time? Based on the student’s answers, and what she did before getting the answer, “we can tell you to the percentile, for each concept: how fast they learned it, how well they know it, how long they’ll retain it, and how likely they are to learn other similar concepts that well,” says Ferreira. “I can tell you that to a degree that most people don’t think is possible. It sounds like space talk.” By watching as a student interacts with it, the platform extrapolates, for example, “If you learn concept No. 513 best in the morning between 8:20 and 9:35 with 80 percent text and 20 percent rich media and no more than 32 minutes at a time, well, then the odds are you’re going to learn every one of 12 highly correlated concepts best that same way.”

The platform forms a personalized study plan based on that information and decides what the student should work on next, feeding the student the appropriate new pieces of content and continuously checking the progress. A dashboard shows the student how many “mastery points” have been achieved and what to do next. Teachers, likewise, can see exactly which concepts the student is struggling with, and not only whether the homework problems have been done but also how many times each problem was attempted, how many hints were needed, and whether the student looked at the page or opened up the video with the relevant explanation.

The more people use the system, the better it gets; and the more you use it, the better it gets for you.

Global spending on education is in the trillions of dollars, and demand still far outstrips supply.

In a traditional class, a teacher moves a group of students through a predetermined sequence of material at a single pace. Reactions are delayed—you don’t get homework or pop quizzes back for a day or two. Some students are bored; some are confused. You can miss a key idea, fall behind, and never catch up.

Software-enabled adaptive learning flips all of this on its head. Students can move at their own speed. They can get hints and instant feedback. Teachers, meanwhile, can spend class time targeting their help to individuals or small groups based on need.

Ferreira is able to work with competitors like Pearson and Wiley because his software can power anybody’s educational content, the same way Amazon Web Services provides the servers for any website to be hosted in the cloud. But before it had any content partners, as a proof of concept, Knewton built its own remedial college math course using its software platform. Math Readiness was adopted starting in the summer of 2011 at Arizona State University; the University of Nevada, Las Vegas; and the University of Alabama.

At ASU, students worked through the computer material in Knewton’s Math Readiness program on their own or in small groups, with instructors spending face-to-face time working on problem solving, critical thinking, and troubleshooting specific concepts. After two semesters of use, course withdrawal rates dropped by 56 percent and pass rates went from 64 percent to 75 percent. At Alabama, pass rates rose from 70 percent to 87 percent, and at UNLV, where entering students were given the chance to take the course online in the summer before they started college, the percentage who then qualified for college algebra went from 30 percent to 41 percent.

“Before this, I worked on the assumption that all students were at the same place. Now, because they progress at different rates, I meet them where they are,” Irene Bloom, a math lecturer at ASU, told an education blog about the pilot program. “I have so much more information about what my students do (or don’t do) outside of class. I can see where they are stuck, how fast they are progressing, and how much time and effort they are putting into learning mathematics.”

The Knewton system uses its analytics to keep students motivated. If it notices that you seem to have a confidence problem, because you too often blow questions that should be easy based on previous results, it will start you off with a few questions you’re likely to get right. If you’re stuck, choosing the wrong answer again and again, it will throw out broader and broader hints before just showing you the right answer. It knows when to drill you on multiplication and when to give you a fun animated video to watch.

There is a hunger for proof that students are achieving mastery, not just covering material.

It turns out that personalizing in this way can speed up learning. In the first year, 45 percent of ASU students in a 14-week course learned the material four weeks ahead of schedule. “We’ve had students finish a semester course in 14 days,” says Ferreira, clearly psyched about setting free the kind of bored student he used to be. “For the whole history of the human race until now, she had to stay in that class the whole time.”

Better data is giving more options to the student who didn’t succeed as well. Students may not yet know enough to pass the final exam, but a close read of their answers shows that they are making slow and steady progress. “In the past, those students would have dropped out of school,” he says. In fact, the vast majority of students placed into remedial math at the nation’s community colleges never get their degrees. “Instead, we were able to say, give them another semester and they’ll get it. Their whole life has now changed.”

Microsoft founder Bill Gates (right) has done perhaps more than any single person to seed the growth of innovation in education. Amy E. Price/PRNewsFoto/AP

GLOBAL SPENDING on education is in the trillions of dollars, and demand still far outstrips supply.

Ed-tech venture funding reached $1.1 billion in 2012. Rupert Murdoch has launched a $200 million tablet and digital curriculum brand; Apple and Google are building significant education businesses in devices and apps, respectively. Sebastian Thrun, Daphne Koller, and Andrew Ng, all Stanford professors, raised almost $100 million in venture capital to create online course platforms Udacity and Coursera, which deliver free video versions of courses created at the world’s most famous universities. The Khan Academy, a nonprofit library of free instructional videos and online exercises, has more than 6 million users per month and is used in 30,000 classrooms. Microsoft founder Bill Gates has perhaps done more than any single person to seed the growth of innovation in education, giving away hundreds of millions of dollars to both nonprofits and for-profits through the Gates Foundation’s education programs. At his keynote at SXSWedu, an entire subconference of the South by Southwest technology gathering in Austin, Texas, dedicated to ed-tech, he compared the digital revolution in education to the discovery of the polio vaccine.

These are early days, but the questions are mounting: Can all this innovation narrow the stubborn achievement gap between rich and poor or black and white? Can it lower the cost of college or make a dent in student-loan debt? And, as must be asked of all things tech, can it complement the human elements of education? Research indicates that emotional qualities like grit, persistence, and motivation may be even more important to students’ success than the knowledge or skills they acquire, and they all depend heavily on human relationships. Knowledge acquisition is the only aspect of education that today’s digital technology seems especially well adapted to. So far, most software applications, platforms, apps, and games, including Knewton’s, have been optimized for transferring quantitative, bounded bodies of facts in domains like math, science, or engineering, as well as basic literacy and grammar. An adaptive-learning platform like Knewton’s is helpless to tabulate or analyze a student’s insight in class discussions, the special brilliance of an essay, or creativity in a group presentation; anything that complex requires human discretion.

Still, within that subdomain of knowledge transfer, or what we’re used to thinking of as “learning,” interventions like Knewton’s are having intriguing results. As the Common Core attempts to raise standards, there is a hunger for proof that students are achieving mastery, not just covering material.

Knewton’s launch of a retail platform planned for early next year will allow anyone to upload any piece of educational content from the Web—whether a teacher’s own lesson, a TED talk, or a set of Khan Academy exercises. (Until now only textbook publishers could engage with the software.) The laborious process of tagging the content by “atomic concept” will be crowd sourced. If the community gets engaged, Knewton’s recommendation engine will be helping to sort the universe of free and open educational resources to provide much richer learning experiences to anyone, again, for free.

The idea of learning as an unmediated, infinitely scalable experience, as customized and seamless, given sufficient bandwidth, as downloading a song or watching a YouTube video, may turn out to be a fantasy of the early digital age—the era we’re in now. But the promise of putting all the intelligence of big data, rich content, and analytics in the hands of talented teachers and learners and setting them free, together, to explore at their own pace, in their own way—that is far more compelling, and achievable given what we’ve already seen.

In a rare moment of humility, Ferreira agrees. “In the end,” he says, “Knewton is just a tool.”

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