SBIR Phase II: A Massive Open Online Platform for Language Learning Content

这个第二阶段的项目旨在帮助解决英语学习者的成绩差距，他们从四年级开始的阅读量表分数一直平均低于英语母语者21%，辍学的可能性是他们的两倍。80%的教师认为，英语学习者的材料是不合标准的，这有助于这一差距。该项目提供了一个在线群体创作和共享平台，为K-6语言教师提供工具，以满足他们独特的教学需求。它是第一个也是唯一一个让实践教师能够快速构建符合其特定要求的数字语言课程和互动游戏的平台，而无需任何技术知识。该平台提供了内置的丰富的媒体资源，坚持基于多媒体学习的认知理论的最佳实践。任何教师都可以免费访问这些开放教育资源，只要他们将自己的创作提供给公众重用，修改和混音。该项目旨在了解大规模互动内容的协作动态和质量保证。群体创作可以为教育工作者提供将语言学习转变为一个高度响应教育工作者和学习者不断变化的需求的领域的能力。这个第二阶段项目将开创第二语言习得领域互动游戏和媒体的大规模定制。该项目旨在让教师利用该项目提供的媒体资源创建175，000个定制数字课程和互动游戏。第二阶段将开发四种新类型的游戏，通过视听实验、与人工智能的实时聊天以及将学生创作的视觉和叙述转换为语法准确的文本和音频的新技术来提高语言习得。第二阶段将把这些创新整合到一个群体创作和质量保证系统中，该系统能够扩展到每月10万个新的教师制作的学习对象。通过为语言教育工作者提供快速创建、共享和定制内容的工具，以满足他们的确切需求，该项目旨在显著提高学习成果。第二阶段将为教师提供实时形成性评估报告，以评估学生的经验和问题与定制的教师制作的互动内容。一项受控的全年多地点教育影响研究将衡量该项目是否影响词汇习得、理解、语法和句子形成，以及是否有任何技能获得转移到其他环境中。它还将揭示关于K-6学生获得第二语言的过程的深入数据见解。

This Phase II project aims to help address the achievement gap for English Learners, who consistently average 21% below native English speakers on reading scale scores starting in 4th grade and are twice as likely to drop out of school. Eighty percent of teachers believe that materials for English Learners are sub-standard, which contributes to this gap. The project provides an online crowd-authoring and sharing platform that gives K-6 language teachers the tools to meet their unique instructional needs on demand. It is the first and only platform to enable practicing teachers to rapidly build digital language lessons and interactive games that align to their specific requirements, without any technical know-how. The platform provides built-in rich media resources that adhere to best practices based on the cognitive theory of multimedia learning. Any teacher may access these open educational resources at no cost, provided they make their own creations available for public reuse, revision and remixing. The project seeks to understand the dynamics of collaboration and quality assurance for interactive content at a massive scale. Crowd-authoring can invest educators with the power to transform language learning into a field that is highly responsive to the evolving needs of educators and learners.This Phase II project will pioneer mass customization of interactive games and media in the field of second language acquisition. The project aims for teachers to create 175,000 custom digital lessons and interactive games using media resources provided by the project. Phase II will develop four new types of games that improve language acquisition using audiovisual experimentation, realtime chat with artificial intelligences, and a new technology that transforms visuals and narratives composed by students into grammatically accurate text and audio. Phase II will integrate these innovations into a crowd-authoring and quality assurance system capable of scaling to 100,000 new teacher-made learning objects per month. By giving language educators tools to rapidly create, share and customize content to meet their precise needs, the project seeks to significantly improve learning outcomes. Phase II will implement real-time formative assessment reports for teachers to evaluate student experiences and issues with the custom teacher-made interactive content. A controlled full-year, multi-site educational impact study will measure whether the project affects vocabulary acquisition, comprehension, grammar and sentence formation, and whether any skill gains transfer to other contexts. It will also reveal deep data insights about the process by which K-6 students acquire a second language.