Jesse Markow Learnosity Education Consultant, USA

Jesse Markow
Learnosity Education Consultant, USA
www.learnosity.com
Learnosity Voice
Learnosity Voice is a clever and effective solution for
learning and assessment of spoken language.
Proven to improve student results, motivation and
confidence.
Using everyday technology – phones, Internet, Skype.
Used by governments, educators and industries across the
globe.
Customers include Irish & Australian governments
The Open University, Cambridge
Assessments, ETS, BTL
Folens Publishers & more.
Why use a phone?
Natural interface.
Widely available.
Familiar to students.
Technology used as a tool –
not “accessorizing education”.
Also available on iPod Touch & Skype.
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Learnosity TalkBack
Enable teachers to set spoken homework.

Proven to increase student results, motivation &
confidence.
Student makes a call (phone or Skype).
Hears questions.
Responds to question.
All responses are recorded.
Teacher reviews online.
Student views results and
exemplars online.
Learnosity Connect
Connecting students for moderated, recorded one

to one role play and discussion.
Student Dials in.
Paired with another student.
Each gets their instructions for role-play.
Students connected in phone call.
Teacher reviews conversation
and marks on website.
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Teacher Website – Learnosity TalkBack
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Teacher Website – Learnosity Connect
Le@rning Federation MALL Project
Learnosity partnered with The Le@rning Federation for the Mobile

Application for Language Learning (MALL) Project.
The MALL project used Learnosity Voice in 13 schools across three
Australian states: South Australia, Tasmania and Victoria.
Targeted 250 (Year 9 & 10) students learning the Indonesian
language.
The project sought to establish:
the viability of the MALL approach for teaching
and learning of languages.
if the approach improved language skills
of participating students.
if there was potential for broader-based implementation of the Learnosity Voice.
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MALL Findings
Gain in the mean scores as reported by MALL.
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MALL Study Findings
“Absolutely perfectly. It can provide an

authentic language experience”
“blown away by improved confidence.”

Improved Aspect % Students
“Not afraid to speak in front of others. Weak
Speaking 76% students; boys in particular.”
Listening 71%
Overall 74%
Confidence 65%
Source MALL Project Report 2009

MALL Recommendations
That this approach to learning languages and other subjects

be explored for broader implementation.
To enable students to use their own mobile phones.
“Full implementation” of the program by extending the time
length.
Continued development of content.
Help schools expand their technology,
for example high-speed broadband
capability.
FÓN Project
Learnosity partnered with the NCCA for FÓN.

Focus solely on learning of Irish language
using Learnosity Voice.
In total 16 teachers & 368 students from six
post-primary schools took part.
Student Usage:
Students listened to & spoke Irish for 882 hours.

15,374 calls were made by students.
42 calls per student.*
2.5 hours of talk time in the 11 wks per student. *
Students made calls as late as 11pm & 6am.
The highest user made 272 calls or 4 calls per day inc. weekends.
Students continued to use Learnosity Voice after the project at their own cost.
* Average
FÓN Study Findings
Skill Result “At the Christmas exams, last year, before I

Student Feedback started the project I got 64% but because of the
FÓN project, I got 86% in my summer exams.”
Improved Irish 73%
Like to continue 72%

using FÓN
“I found that our top students polished off their
Recommend for 94%
other students
Irish, our middle of the road students improved
but our less academic improved most
Enjoyed FÓN 88%
noticeably.”
Using Irish more 78%
after FÓN
Teacher Feedback
“Being able to talk to someone in Irish has
Has impacted 63% improved my confidence and speaking skills.”
Assessment
methods
“It’s nice to hear students you wouldn’t usually
Good for oral 100%
practice hear too much in class talking on the
Students now 88% recordings.”
enjoy learning
Very Good 75% * (up from
Speaking Skills 27%)
Oracy
American Council on the Teaching of Foreign Languages (ACTFL)
“Knowing how, when, and why to say what to whom”
Teachers of English to Speakers of Other Languages
Goals, Standards, Descriptors, Sample Progress Indicators, Vignettes
World-class Instructional Design and Assessment (WIDA)
Standards, Proficiency Levels, Domains
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CEFRL
Common European Framework of Reference for Languages
Action oriented approach:
General competences for an individual.
Communicative language competence.
Language activities.
Domains.
Task, strategies, texts.
Common reference levels of language proficiency.
Language testing and teaching.
Language assessment.
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Common Core State Standards
Posted on http://www.corestandards.org/ on June 2, 2010
Key Points In English Language Arts
Speaking and Listening
“The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.
An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal
discussion that takes place as
students collaborate to answer questions, build understanding,
and solve problems.”
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Key Points In English Language Arts
Language
Students will grow their vocabularies through a mix of conversations, direct instruction, and reading, determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.
Students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.
Vocabulary and conventions are treated in their own

strand not because skills in these areas should be
handled in isolation but because their use extends
across reading, writing, speaking, and listening.
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Literacy in Other Subjects
Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical
subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.
Grades 6–12 literacy standards supplement, not replace, content standards in history/social studies, science, and technical subjects
States may incorporate these standards into their

standards for those subjects or adopt them as
content area literacy standards.
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English Language Arts Standards-Speaking and Listening Grade 5 Comprehension and Collaboration.
1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
2.Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
3.Summarize the points a speaker makes and

explain how each claim is supported by reasons
and evidence.
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English Language Arts Standards-Speaking and Listening Grade 5 (continued).
Presentation of Knowledge and Ideas
4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
6. Adapt speech to a variety of contexts and tasks,

using formal English when appropriate to task
and situation.
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English Language Arts Standards-Speaking and Listening Grade 5 Conventions of Standard English.
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Knowledge of Language
2. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vocabulary Acquisition and Use
3. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
4. Acquire and use accurately grade-appropriate
general academic and domain-specific words
and phrases, including those that signal contrast,
addition, and other logical relationships
(e.g., however, although, nevertheless, similarly,
moreover, in addition).
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For More Information
Mr. Jesse Markow
Email: [email protected]
Phone: 847-331-2538
www.learnosity.com
Thank You.
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Jesse Markow

Learnosity Education Consultant, USA

Enable teachers to set spoken homework.

Connecting students for moderated, recorded one

Learnosity partnered with The Le@rning Federation for the Mobile

“Absolutely perfectly. It can provide an

“blown away by improved confidence.”

Source MALL Project Report 2009

That this approach to learning languages and other subjects

Learnosity partnered with the NCCA for FÓN.

Students listened to & spoke Irish for 882 hours.

Skill Result “At the Christmas exams, last year, before I

Like to continue 72%

American Council on the Teaching of Foreign Languages (ACTFL)

“Knowing how, when, and why to say what to whom”

Teachers of English to Speakers of Other Languages

Goals, Standards, Descriptors, Sample Progress Indicators, Vignettes

World-class Instructional Design and Assessment (WIDA)

Standards, Proficiency Levels, Domains

Action oriented approach:

General competences for an individual.

Communicative language competence.

Task, strategies, texts.

Common reference levels of language proficiency.

Language testing and teaching.

Key Points In English Language Arts

Speaking and Listening

Vocabulary and conventions are treated in their own

States may incorporate these standards into their

3.Summarize the points a speaker makes and

Presentation of Knowledge and Ideas

6. Adapt speech to a variety of contexts and tasks,

Mr. Jesse Markow

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