End of term: Tweaking your course for next term

June 13, 2022 | 47 views

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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.

Spotlight

Paradiso Solutions

Paradiso is a technology company with the DNA of Silicon Valley and a massive global presence. Founded in 2007, we believe that e learning should be fun and engaging, and be able to create a culture of innovation and intense customer focus, hence Paradiso LMS.We provide complete e learning solutions to both corporates as well as educational institutions across the globe, including USA, Canada, Columbia, Australia, Argentina, India and Europe.

OTHER ARTICLES
EDUCATION TECHNOLOGY

Leveraging Cognitive Dissonance to Enhance Student Learning

Article | July 20, 2022

Perhaps you remember the story of William Miller, the Baptist preacher who predicted that Jesus Christ’s second coming would occur on Oct. 22, 1844. When the advent failed to occur as Miller foretold, many of his followers turned away from the Millerite church in disappointment and disillusionment. But some did not. In the face of Miller’s failed prophesies, true believers found ways to preserve their earlier beliefs. Loyalists reinterpreted Miller’s prophesies. Some insisted that Christ had returned to earth spiritually on Oct. 22, marking the beginning of a new age of atonement. Others claimed that the date witnessed the cleansing of the heavenly sanctuary, a precursor to Christ’s second coming. These ideas helped shape several religious sects, including the Seventh Day Adventist Church and the Baháʼí faith. We’ve all heard variations of Thomas Huxley’s 1870 phrase “the great tragedy of Science—the slaying of a beautiful hypothesis by an ugly fact.” Facts may indeed be stubborn things, but prior beliefs and ideological commitments often trump facts.

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EDUCATION TECHNOLOGY

Online Schooling: What Is It and How Does It Work?

Article | July 27, 2022

In the past couple of years, online schooling has proved its advantages for students in a number of ways. Experts have already highlighted its prospects in the years to come. As India’s online education market is expected to grow to USD 1.96 billion at a CAGR of 52% (over the next five years), online schooling can extend better educational opportunities for all – students, teachers, and parents. Let’s understand the structure and functionality of this schooling choice to help you understand how it works! WHAT IS ONLINE SCHOOLING? An online schooling platform allows students to study through the internet. Students make use of home computers and access the study material through an online portal. Just like a traditional school, an online school must have a trained teaching staff, specialized in teaching online. These teachers conduct online classes and supervise the student’s performance. The digital schooling option is highly flexible and convenient for the students as it allows the handholding of educators through online classes (synchronous learning) while simultaneously allowing self-paced independent study duration (asynchronous learning).

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EDUCATION TECHNOLOGY

The Art and Science of Balancing Screen Time for Online Learners

Article | July 11, 2022

In 2021, Class, a virtual classroom app that combines with Zoom, neared unicorn status after receiving funding from SoftBank Vision Fund II. But, with just 10 months and a string of top edtech U.S. investors to back it up, the app’s spectacular rise only speaks to the boom in online education in the past two years. Online learning has changed. It went from centering around accessibility to becoming the primary delivery method almost overnight. So when it comes to screen time, this newest addition to our already screen-filled lives is uninvited. Especially for children, it only meant that screen time was highly monitored during lockdown. And that change came with struggles. Between configuring the technicalities of accessing online classrooms and figuring out how to engage students, teachers have faced an uphill battle all along. There is plenty of research to suggest that too much screen time has negative health implications, but education has to continue at all costs. 2021 was full of stories of students finding creative ways of avoiding classes or not attending them. One 8-year-old found a loophole in Zoom’s app last year that locked her out of her Zoom class. Even Zoom’s technical team failed to find the issue. It led to a goose chase into discovering that the child was locking herself out by inputting the wrong password over 20 times. Screen Time Vs Screen-Tied Screen time has five types: television, video games, social media, music, and reading. The key is not just to regulate screen time but also the content that is being consumed. Technology may have evolved, but our ability to use it for long durations and to conduct sensory tasks like learning over the internet hasn’t. Between education, video-games, social media and TV, distribution meant calibrating what type of content should be consumed in order to reduce the negative impact. Approximately 75% of all teenagers own a smartphone today. In addition, a majority of young adults report video games as their go-to activity in their free time. While research on the use of video games may be inconclusive, prolonged exposure is nevertheless known to rewire developing brains. There’s also a high risk to susceptible minds with regards to unfiltered and harmful messages from social media, which is a massive source of increased screen time for children and teenagers. All these issues call for a meaningful control of screen time. But in a sea of endless information and uninterrupted content, how do you identify the right balance? Culling Unnecessary Content For educators, the aim is clear: to balance screen time so precariously that children do not lose their will to learn or play. Parents and educational institutions must identify the following objectives through the content they are letting their families consume: Developing digital skills to prepare children for higher education and digital careers Raising digital citizens that use online mediums to contribute to their communities Exposing learners to new ideas and concepts in a safe context Acquiring creative skills, interpersonal expression, and etiquette for engagement online There is no dearth of educational content online, but it is important to achieve a balance between the educational and the entertainment consumption of learners. On occasion, both can be combined through interactive shows and programs that do not expose learners to addictive behaviors. Designating screen-free times, activities, and even locations like meals, traveling, or bedrooms can help learners build a habit of controlling their screen time. To Wrap It Up There is no doubt that the pandemic provided online learning with a much-needed shot in the arm. This also means that screen time has exponentially increased. Thanks to both virtual schools and a complete lockdown on going outside, young learners were left with no option but to turn to their screens. Whether to connect to their peers, attend classes, or spend their free time, learners are faced with a barrage of screen time that can affect their ability to navigate a post-pandemic world. Parents and educators must take it upon themselves to lay down the guidelines that drive the harmonious use of electronics without encouraging total dependence on them.

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EDUCATION TECHNOLOGY

3 Inclusive Classroom Strategies to Use for Higher Student Enrollment

Article | May 21, 2022

In 2021, the National Student Clearinghouse Research Center reported that student enrollments were at an all-time low. Community college enrollment dipped by 11% while post-secondary enrollment saw a dip of 4.2% year-on-year. The impact of the last two years’ events clearly demonstrates the strain faced by all levels of educational institutions. The shift to the virtual classroom setup also saw parents and students recognize the importance of teaching and learning online. The significance of a virtual classroom is emphasized more than ever. It has forced schools to improve their online teaching infrastructure so that they can keep growing. But this has also affected inclusivity. According to UNESCO, school closures during the pandemic affected 1.2 billion children in 186 countries. In this article, we discuss why virtual learning is in dire need of inclusivity and inclusive learning practices. Why Does Inclusive Learning Matter in the Era of Zoom Classes? Edtech is a booming industry. In 2019, edtech investments reached a whopping US $18 billion. Further, the online education market is estimated to cross the $350 billion mark by 2025. There is no doubt that learning institutions are investing heavily in online learning. But inclusivity is still lagging far behind. The OECD’s Programme for International Student Assessment (PISA) found that 25% of secondary school-aged students from underprivileged backgrounds lack a computer. The writing on the wall is clear. Virtual learning is bound to widen the divide, and its impact will be felt most by underprivileged students. For educational institutions, delivering a positively inclusive learning experience online is essential to attracting students who do have access to educational technology. “In the higher education space, most schools were, and still are, predominantly focused on that in-person campus visit to do all those same things, but it’s expensive and it means only students and parents who travel to campus can get that real-life feel and experience.” - Matthew Pellish, Vice President of Strategy and Business Development at CampusReel Bringing Personalization to the Virtual Classroom Although virtual learning has stripped away the human touch that accompanies a classroom setting, there are ways to make it more engaging and meaningful. Engage students even before the class starts. This can be done by setting an agenda for the session beforehand and asking students to send in their queries and expectations from the session. Turning the greeting into a short discussion is a great way to engage everyone right off the bat. Tools like Zoom make it simpler to personalize every class with features like backgrounds and notes. Use the chat feature generously. Teaching and learning online has to be a one-sided flow of information for it to be effective. However, the chat feature empowers teachers to break the monotony. The best way to keep students attentive is through personalization. Attentiveness can be achieved by asking many questions, even if they are simply yes-or-no questions. It enables teachers to keep a check on engagement and pivot when needed. Simulating a Sense of Community A discussion on an inclusive learning environment is incomplete without mentioning student community building. Online teaching and learning is limited in its ability to provide a sense of community. Since students are physically separated from their peers, one-on-one connections are lacking. Despite the distance, there are a few solutions you can use to reduce the distance virtually. Identify the type of community you want to develop. Whether you’re offering synchronous or asynchronous courses, it is crucial to keep the student-peer-instructor link active. Create a loop of feedback between teachers and students to enable community building. Modern tools offer a number of ways to seek feedback that provides insight on teaching style and the general classroom environment. Create a classroom forum online. Forums offer the best of two-way interactions with a platform outside of the online class. This ensures constancy and inclusive learning even after the class is over. For those who weren’t able to attend due to technical difficulties or poor connectivity, they never lose track of what’s going on. Cultivating Two-Way Interaction Two-way interactions are an integral part of engaging learning experiences. Inclusive classroom activities online may not completely replace them, but much can be done to build a more involved form of communication. One way to design such activities is to use the Kanevsky and Keighly framework to engage students with the five Cs: choice, challenge, control, complexity, and care. Use screen sharing and remote access tools. Physical classrooms offer avenues for students to present to their peers. In a virtual classroom setting, this can be achieved with screen sharing. Empower students to retain better by making them present their perspective and understanding of different concepts. This gives other students the impetus to do the same. Initiate group discussions through your course management system. Inviting students to design the resources and collaborate on group projects will jumpstart in-depth discussions. Many course management systems allow students to share their notes with each other. This creates inclusive learning environment. Finally: Why Will the Online University Experience Will Attract More Students Although learning institutions are beginning to open up for the in-person learning experience, the effectiveness of a virtual classroom is undeniable. Like remote working, remote learning is gaining ground, and inclusive online teaching is inevitably important. A Cengage survey revealed that 68% of students prefer hybrid learning: a combination of online and offline course delivery. In addition, the Department of Education’s Integrated Postsecondary Education Data System (IPEDS) found that the number of students who enrolled in online-only programs rose from 3.5 million during the fall to 5.8 million. Fostering meaningful, hands-on learning similar to that in a classroom is difficult. Even though student enrollment in online courses is rising, learning institutions are facing the challenge of delivering a highly engaging learning experience. But with an understanding of the learning outcome and the right tools, institutions can develop robust, inclusive classroom activities that every student will want to benefit from. Frequently Asked Questions Do students and teachers prefer online teaching and learning? According to a recent survey by Cengage, about 73% of students prefer some courses to be delivered fully online. In addition, 57% of teachers said they prefer teaching hybrid courses over online-only courses. Is online teaching and learning a growing trend? Yes. Online learning platform Coursera experienced a huge spike in enrollments. In 2021, enrollment increased by 32% and peaked at 189 million. What are the principles of inclusive education? The principles of inclusive education are: Togetherness Participation Acceptance Equality

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Spotlight

Paradiso Solutions

Paradiso is a technology company with the DNA of Silicon Valley and a massive global presence. Founded in 2007, we believe that e learning should be fun and engaging, and be able to create a culture of innovation and intense customer focus, hence Paradiso LMS.We provide complete e learning solutions to both corporates as well as educational institutions across the globe, including USA, Canada, Columbia, Australia, Argentina, India and Europe.

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EDUCATION TECHNOLOGY

XLerateHealth, University of Kentucky to Expand Entrepreneurship & Commercialization Programming via Digital Learning Platform

XLerateHealth | August 18, 2022

XLerateHealth (XLH), a national healthcare accelerator based in Louisville, KY, in partnership with the University of Kentucky (UK) through UK Innovate, has been awarded the first phase of a potential $3.25M multi-year grant by the National Institutes of Health (NIH) through the IDeA Regional Entrepreneurship Development (I-RED) Program (Award Number UT2GM148083). The purpose of the grant is to develop and launch a suite of experience-based entrepreneurship and commercialization training tools to address the needs of academic institutions across the Southeast U.S., including faculty, researchers, innovators and students. XLH and UK have led this effort since 2018 through the XLerator Network, an NIH-funded partnership to increase the commercialization of promising life science and healthcare innovations in 25 academic institutions across the Southeast Institutional Development Award (IDeA) states of Kentucky, Arkansas, Louisiana, Mississippi, South Carolina, West Virginia and Puerto Rico. This NIH I-RED award will allow XLerator Network participants to build on prior work and develop, launch, test and validate entrepreneurship education and training tools that foster the translation of promising biomedical discoveries and technologies from research laboratories into commercial products “Based on our years of experience training biomedical entrepreneurs, we believe that effective entrepreneurial pedagogy is a combination of four elements: 1) informed high-quality educational content, 2) mentorship and coaching from experienced domain experts and entrepreneurs, 3) access to experienced talent to build a cohesive team, and 4) access to capital to fund the successful refinement of the technology/product and its commercial launch into the marketplace,” said Jackie Willmot, CEO of XLerateHealth. “We are proud to continue this collaboration and grateful to the NIH I-RED program for its support in bringing these resources to academic and clinician innovators.” “Through the XLerator Network, our partnership with more than two-dozen academic institutions in the Southeast IDeA region has created a framework for learning, testing, and applying entrepreneurship and commercialization best practices to advance the most promising health innovations in the region,” Ian McClure, Associate Vice President for Research, Innovation and Economic Impact at the University of Kentucky. “UK Innovate is thrilled that the NIH I-RED program will now catalyze that foundation and generate new education, mentorship, coaching, and commercialization tools for those partners and the region. As the academic lead institution for this new award, we are proud of this partnership and thank the NIH I-RED program leadership for its support.” Ian McClure, Associate Vice President for Research, Innovation and Economic Impact at the University of Kentucky About XLerateHealth (XLH) The XLerateHealth (XLH) mission is to cultivate and grow impactful healthcare innovation in the Midwest, Southeast and other areas of the country where great innovation often goes unrecognized and underfunded. Founded in 2012, XLH supports the development of healthcare innovation through its healthcare accelerator, which helps start-up founders commercialize their business and attract funding. XLerateHealth also leads the efforts to build and operate the XLerator Network, an NIH-funded partnership with Academic Lead University of Kentucky along with 24 other academic institutions in the Southeast. The objective of this work is to increase the commercialization of promising life science and healthcare innovations in the NIH-designated Southeast Institutional Development Award (IDeA) states.

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EDUCATION TECHNOLOGY

Texthelp Releases U.S. Data Highlighting State of Learning for Students with Dyslexia

Texthelp | August 18, 2022

Today, Texthelp, a global leader in literacy and digital learning tools for education, released new survey results on the current state of teaching and learning for students with dyslexia. The survey, concluding in March 2022, reflects insights from more than 3,000 school staff representing thousands of schools across the country. The goal was to identify common problems in student teaching and learning that could be addressed, and to help build better, more inclusive learning environments. According to nearly half of the teachers surveyed, assistive technology is one of the top approaches that helps students with dyslexia, along with reading and phonemic awareness instruction. With one billion people globally living with a non-visible disability, such as dyslexia, it is critical that all students have the tools they need to understand and learn. How students digest information and communicate their knowledge looks different for everyone. More inclusive approaches to learning, such as Universal Design for Learning (UDL), are the future of education. "I have severe dyslexia and looking back, I could have benefited from having early access to assistive technology that was designed for people just like me," said Sierra Goodfellow, a current student. "Instead, I endured many barriers and obstacles while learning. It wasn't until much later that I finally found an assistive technology tool that understood me. I had thought something was wrong with me when really I needed a tool that was made for someone who thinks differently." "It would be extremely valuable for students like Sierra and teachers of students with dyslexia if the right accommodations were always available from the start, Texthelp. "All students should have a choice in how they learn. For Sierra, that was being able to understand the text by listening to it being read aloud." Martin McKay, Founder and CEO, Texthelp. More than 52 percent of teachers surveyed find 'a lot of value' in providing students with dyslexia access to assistive technology tools. However, more than 54 percent of the respondents said their district will only provide accommodations to students who show a need. Providing tools to only those students who 'show' signs of their disability or disclose their learning challenges leaves out many students who are either undiagnosed, misdiagnosed, or are afraid to disclose their diagnosis to indicate the support that they need."It is critical that all school districts provide assistive technology tools to every student, whether or not they are neurodivergent, neurotypical, or physically disabled," said McKay. "Providing tools for all students can bolster inclusivity in the classroom and welcomes all types of learners. Students should be attuned to how they learn best. Thoughtful, inclusive practices in the classroom make learning easier and more enjoyable for everyone." Additional findings from the survey include: 52% find assistive technology tools to be highly valuable for students with dyslexia Assistive technology tools can benefit all students, especially those with hidden disabilities, such as dyslexia. Providing assistive technology tools with various capabilities that are designed using UDL principles is most effective in supporting student success. Most districts provide free tools, such as built-in tools (71.73%) and free accessibility apps (54.87%), to students as a source of reading/writing accommodations Free tools and built-in tools aren't accessible everywhere throughout a students' education journey. When using these tools, students are limited in where they can utilize their accommodations. Oftentimes, users cannot access these tools when taking tests or searching online, which can create more barriers than solutions. Respondents felt that the best ways to make assistive technology more impactful for students with dyslexia are: Having the ability to identify student needs and match those with appropriate digital learning tools (55.51%) Having teachers embrace assistive technology in the classroom (52.10%) More training for staff (50.55%) About Texthelp Founded in 1996, the Texthelp Group is a global technology company helping people all over the world to understand and to be understood. It has led the way in creating innovative technology for the education and workplace sectors for the last three decades.Texthelp believes in a world where difference, disability or language are no longer barriers. It is focused on helping all people learn, understand, and communicate through the use of digital education and accessibility tools. With over 50 million users worldwide, the Texthelp suite of products includes Read&Write, Equatio®, WriQ®, OrbitNote®, ReachDeck® and FluencyTutor® which work alongside existing platforms such as Microsoft Office and G-suite, enabling them to be integrated quickly into any classroom or workplace with ease.In 2021, Texthelp acquired the Lingit Group, Wizkids and Don Johnston Inc. By combining capabilities and knowledge across the group, Texthelp can now provide a whole suite of literacy and numeracy support to a greater number of end-users across more geographies.

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EDUCATION TECHNOLOGY

Luleå University of Technology Transforms Delivery of Education with Citrix®

citrix | August 17, 2022

Just like work, education today can happen anywhere. And students want the freedom and flexibility to choose where and how they learn best. Luleå University of Technology (LTU) understands this, and is using solutions from Citrix Systems, Inc. (NASDAQ: CTXS) to tear down the walls of the traditional classroom and deliver a modern experience that empowers its student to learn from anywhere and perform at their best. “Teaching has become space independent. “We are a university of technology and we are expected to be at the forefront in using IT to provide a superior educational experience in the classroom, the dorm room and anywhere in between.” Daniel Ström CIO, LTU When the pandemic hit, LTU did just this, leveraging Citrix DaaS to create cloud-based workplaces through which teachers and students could access everything they needed to stay connected and continue learning. LTU’s students use 300 different applications, some of which require significant computing power traditionally provided by powerful workstations available in on-campus computer labs. And for students to continue learning remote - often using low-powered, personal laptops and other devices - LTU needed to provide access to these applications. It was a tall order. But LTU was able to fill it using Citrix DaaS to provide students with secure access to their desktops and applications from anywhere and Microsoft Azure to allocate the processing power and computing resources required to support them. “With Citrix, it was very easy for us to step up and make this available for all the students through their own computers,” said Lennart Isaksson, Head of Student Computer Lab Administration, LTU. And it was able to do it quickly, enabling full remote availability for 19,000 students in a matter of days. “When it comes to remote desktop use cases, nothing comes close to Citrix,” Ström said. Simplified Management One of the biggest advantages of Citrix, according to Isaksson, is the time saved in application management. “With the traditional PC model, it would take several hours to install all the necessary applications on each PC. And we have over 800 student computer lab PCs,” he said. “With Citrix, it’s much better. We have a single, base image with all the applications and we just replicate it to all the virtual machines that we are spinning up.” Enhanced Security Another key benefit of Citrix DaaS is the enhanced security it provides. “It’s a much safer approach than the traditional PC model,” Isaksson said. “All the apps are up to date and always available from any endpoint device.” Modern Education And of importance to Ström, Citrix makes it easy for LTU to keep pace with technology as it evolves and deliver the IT performance and experience that its students expect. “Young people today are raising the bar,” he said. “When you build a new computer lab under the traditional model, you get only 12 to 24 months when it is modern. After that, the students get less and less satisfied. With the Citrix model, we can add new machines in the background as the technology evolves, so the computer labs are always new and fresh.” LTU joins hundreds of educational institutions around the world who are using Citrix to transform learning. Click here to read the stories of their success. About Citrix Citrix (NASDAQ: CTXS) builds the secure, unified digital workspace technology that helps organizations unlock human potential and deliver a consistent workspace experience wherever work needs to get done. With Citrix, users get a seamless work experience and IT has a unified platform to secure, manage, and monitor diverse technologies in complex cloud environments. For Citrix Investors: This release contains forward-looking statements which are made pursuant to the safe harbor provisions of Section 27A of the Securities Act of 1933 and of Section 21E of the Securities Exchange Act of 1934. The forward-looking statements in this release do not constitute guarantees of future performance. Those statements involve a number of factors that could cause actual results to differ materially, including risks associated with the impact of the global economy and uncertainty in the IT spending environment, revenue growth and recognition of revenue, products and services, their development and distribution, product demand and pipeline, economic and competitive factors, the Company's key strategic relationships, acquisition and related integration risks as well as other risks detailed in the Company's filings with the Securities and Exchange Commission. Citrix assumes no obligation to update any forward-looking information contained in this press release or with respect to the announcements described herein. The development, release and timing of any features or functionality described for our products remains at our sole discretion and is subject to change without notice or consultation. The information provided is for informational purposes only and is not a commitment, promise or legal obligation to deliver any material, code or functionality and should not be relied upon in making purchasing decisions or incorporated into any contract.

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EDUCATION TECHNOLOGY

XLerateHealth, University of Kentucky to Expand Entrepreneurship & Commercialization Programming via Digital Learning Platform

XLerateHealth | August 18, 2022

XLerateHealth (XLH), a national healthcare accelerator based in Louisville, KY, in partnership with the University of Kentucky (UK) through UK Innovate, has been awarded the first phase of a potential $3.25M multi-year grant by the National Institutes of Health (NIH) through the IDeA Regional Entrepreneurship Development (I-RED) Program (Award Number UT2GM148083). The purpose of the grant is to develop and launch a suite of experience-based entrepreneurship and commercialization training tools to address the needs of academic institutions across the Southeast U.S., including faculty, researchers, innovators and students. XLH and UK have led this effort since 2018 through the XLerator Network, an NIH-funded partnership to increase the commercialization of promising life science and healthcare innovations in 25 academic institutions across the Southeast Institutional Development Award (IDeA) states of Kentucky, Arkansas, Louisiana, Mississippi, South Carolina, West Virginia and Puerto Rico. This NIH I-RED award will allow XLerator Network participants to build on prior work and develop, launch, test and validate entrepreneurship education and training tools that foster the translation of promising biomedical discoveries and technologies from research laboratories into commercial products “Based on our years of experience training biomedical entrepreneurs, we believe that effective entrepreneurial pedagogy is a combination of four elements: 1) informed high-quality educational content, 2) mentorship and coaching from experienced domain experts and entrepreneurs, 3) access to experienced talent to build a cohesive team, and 4) access to capital to fund the successful refinement of the technology/product and its commercial launch into the marketplace,” said Jackie Willmot, CEO of XLerateHealth. “We are proud to continue this collaboration and grateful to the NIH I-RED program for its support in bringing these resources to academic and clinician innovators.” “Through the XLerator Network, our partnership with more than two-dozen academic institutions in the Southeast IDeA region has created a framework for learning, testing, and applying entrepreneurship and commercialization best practices to advance the most promising health innovations in the region,” Ian McClure, Associate Vice President for Research, Innovation and Economic Impact at the University of Kentucky. “UK Innovate is thrilled that the NIH I-RED program will now catalyze that foundation and generate new education, mentorship, coaching, and commercialization tools for those partners and the region. As the academic lead institution for this new award, we are proud of this partnership and thank the NIH I-RED program leadership for its support.” Ian McClure, Associate Vice President for Research, Innovation and Economic Impact at the University of Kentucky About XLerateHealth (XLH) The XLerateHealth (XLH) mission is to cultivate and grow impactful healthcare innovation in the Midwest, Southeast and other areas of the country where great innovation often goes unrecognized and underfunded. Founded in 2012, XLH supports the development of healthcare innovation through its healthcare accelerator, which helps start-up founders commercialize their business and attract funding. XLerateHealth also leads the efforts to build and operate the XLerator Network, an NIH-funded partnership with Academic Lead University of Kentucky along with 24 other academic institutions in the Southeast. The objective of this work is to increase the commercialization of promising life science and healthcare innovations in the NIH-designated Southeast Institutional Development Award (IDeA) states.

Read More

EDUCATION TECHNOLOGY

Texthelp Releases U.S. Data Highlighting State of Learning for Students with Dyslexia

Texthelp | August 18, 2022

Today, Texthelp, a global leader in literacy and digital learning tools for education, released new survey results on the current state of teaching and learning for students with dyslexia. The survey, concluding in March 2022, reflects insights from more than 3,000 school staff representing thousands of schools across the country. The goal was to identify common problems in student teaching and learning that could be addressed, and to help build better, more inclusive learning environments. According to nearly half of the teachers surveyed, assistive technology is one of the top approaches that helps students with dyslexia, along with reading and phonemic awareness instruction. With one billion people globally living with a non-visible disability, such as dyslexia, it is critical that all students have the tools they need to understand and learn. How students digest information and communicate their knowledge looks different for everyone. More inclusive approaches to learning, such as Universal Design for Learning (UDL), are the future of education. "I have severe dyslexia and looking back, I could have benefited from having early access to assistive technology that was designed for people just like me," said Sierra Goodfellow, a current student. "Instead, I endured many barriers and obstacles while learning. It wasn't until much later that I finally found an assistive technology tool that understood me. I had thought something was wrong with me when really I needed a tool that was made for someone who thinks differently." "It would be extremely valuable for students like Sierra and teachers of students with dyslexia if the right accommodations were always available from the start, Texthelp. "All students should have a choice in how they learn. For Sierra, that was being able to understand the text by listening to it being read aloud." Martin McKay, Founder and CEO, Texthelp. More than 52 percent of teachers surveyed find 'a lot of value' in providing students with dyslexia access to assistive technology tools. However, more than 54 percent of the respondents said their district will only provide accommodations to students who show a need. Providing tools to only those students who 'show' signs of their disability or disclose their learning challenges leaves out many students who are either undiagnosed, misdiagnosed, or are afraid to disclose their diagnosis to indicate the support that they need."It is critical that all school districts provide assistive technology tools to every student, whether or not they are neurodivergent, neurotypical, or physically disabled," said McKay. "Providing tools for all students can bolster inclusivity in the classroom and welcomes all types of learners. Students should be attuned to how they learn best. Thoughtful, inclusive practices in the classroom make learning easier and more enjoyable for everyone." Additional findings from the survey include: 52% find assistive technology tools to be highly valuable for students with dyslexia Assistive technology tools can benefit all students, especially those with hidden disabilities, such as dyslexia. Providing assistive technology tools with various capabilities that are designed using UDL principles is most effective in supporting student success. Most districts provide free tools, such as built-in tools (71.73%) and free accessibility apps (54.87%), to students as a source of reading/writing accommodations Free tools and built-in tools aren't accessible everywhere throughout a students' education journey. When using these tools, students are limited in where they can utilize their accommodations. Oftentimes, users cannot access these tools when taking tests or searching online, which can create more barriers than solutions. Respondents felt that the best ways to make assistive technology more impactful for students with dyslexia are: Having the ability to identify student needs and match those with appropriate digital learning tools (55.51%) Having teachers embrace assistive technology in the classroom (52.10%) More training for staff (50.55%) About Texthelp Founded in 1996, the Texthelp Group is a global technology company helping people all over the world to understand and to be understood. It has led the way in creating innovative technology for the education and workplace sectors for the last three decades.Texthelp believes in a world where difference, disability or language are no longer barriers. It is focused on helping all people learn, understand, and communicate through the use of digital education and accessibility tools. With over 50 million users worldwide, the Texthelp suite of products includes Read&Write, Equatio®, WriQ®, OrbitNote®, ReachDeck® and FluencyTutor® which work alongside existing platforms such as Microsoft Office and G-suite, enabling them to be integrated quickly into any classroom or workplace with ease.In 2021, Texthelp acquired the Lingit Group, Wizkids and Don Johnston Inc. By combining capabilities and knowledge across the group, Texthelp can now provide a whole suite of literacy and numeracy support to a greater number of end-users across more geographies.

Read More

EDUCATION TECHNOLOGY

Luleå University of Technology Transforms Delivery of Education with Citrix®

citrix | August 17, 2022

Just like work, education today can happen anywhere. And students want the freedom and flexibility to choose where and how they learn best. Luleå University of Technology (LTU) understands this, and is using solutions from Citrix Systems, Inc. (NASDAQ: CTXS) to tear down the walls of the traditional classroom and deliver a modern experience that empowers its student to learn from anywhere and perform at their best. “Teaching has become space independent. “We are a university of technology and we are expected to be at the forefront in using IT to provide a superior educational experience in the classroom, the dorm room and anywhere in between.” Daniel Ström CIO, LTU When the pandemic hit, LTU did just this, leveraging Citrix DaaS to create cloud-based workplaces through which teachers and students could access everything they needed to stay connected and continue learning. LTU’s students use 300 different applications, some of which require significant computing power traditionally provided by powerful workstations available in on-campus computer labs. And for students to continue learning remote - often using low-powered, personal laptops and other devices - LTU needed to provide access to these applications. It was a tall order. But LTU was able to fill it using Citrix DaaS to provide students with secure access to their desktops and applications from anywhere and Microsoft Azure to allocate the processing power and computing resources required to support them. “With Citrix, it was very easy for us to step up and make this available for all the students through their own computers,” said Lennart Isaksson, Head of Student Computer Lab Administration, LTU. And it was able to do it quickly, enabling full remote availability for 19,000 students in a matter of days. “When it comes to remote desktop use cases, nothing comes close to Citrix,” Ström said. Simplified Management One of the biggest advantages of Citrix, according to Isaksson, is the time saved in application management. “With the traditional PC model, it would take several hours to install all the necessary applications on each PC. And we have over 800 student computer lab PCs,” he said. “With Citrix, it’s much better. We have a single, base image with all the applications and we just replicate it to all the virtual machines that we are spinning up.” Enhanced Security Another key benefit of Citrix DaaS is the enhanced security it provides. “It’s a much safer approach than the traditional PC model,” Isaksson said. “All the apps are up to date and always available from any endpoint device.” Modern Education And of importance to Ström, Citrix makes it easy for LTU to keep pace with technology as it evolves and deliver the IT performance and experience that its students expect. “Young people today are raising the bar,” he said. “When you build a new computer lab under the traditional model, you get only 12 to 24 months when it is modern. After that, the students get less and less satisfied. With the Citrix model, we can add new machines in the background as the technology evolves, so the computer labs are always new and fresh.” LTU joins hundreds of educational institutions around the world who are using Citrix to transform learning. Click here to read the stories of their success. About Citrix Citrix (NASDAQ: CTXS) builds the secure, unified digital workspace technology that helps organizations unlock human potential and deliver a consistent workspace experience wherever work needs to get done. With Citrix, users get a seamless work experience and IT has a unified platform to secure, manage, and monitor diverse technologies in complex cloud environments. For Citrix Investors: This release contains forward-looking statements which are made pursuant to the safe harbor provisions of Section 27A of the Securities Act of 1933 and of Section 21E of the Securities Exchange Act of 1934. The forward-looking statements in this release do not constitute guarantees of future performance. Those statements involve a number of factors that could cause actual results to differ materially, including risks associated with the impact of the global economy and uncertainty in the IT spending environment, revenue growth and recognition of revenue, products and services, their development and distribution, product demand and pipeline, economic and competitive factors, the Company's key strategic relationships, acquisition and related integration risks as well as other risks detailed in the Company's filings with the Securities and Exchange Commission. Citrix assumes no obligation to update any forward-looking information contained in this press release or with respect to the announcements described herein. The development, release and timing of any features or functionality described for our products remains at our sole discretion and is subject to change without notice or consultation. The information provided is for informational purposes only and is not a commitment, promise or legal obligation to deliver any material, code or functionality and should not be relied upon in making purchasing decisions or incorporated into any contract.

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