OER on: Reading Out Loud, Reading while Listening, Big Data & Learning Analytics.

The future of Literacy: How Reading Out Loud enables Reading While Listening which enables Big Data and Learning Analytics that improve education.

Welcome to the Reading Out Loud, Reading While Listening,  Big Data & Learning Analytics OER. People often ask what do these four areas have in common and why have they been grouped into one OER? The answer is that these four areas are incredibly important for improving  student learning outcomes and build upon each other. As such, when used in conjunction with one another, teachers can maximize student learning outcomes. 

I look forward to exploring these areas with you over the next week. 
I have compiled educational resources in each of the four streams we are discussing to provide you with foundational knowledge. Please take in as much as you can in the time we have available to us. Should you have any questions, let me know! You can always click on the blue box in the bottom rightt to send me an immidete message/email. 

What is: Reading Out Loud (ROL)

What is: Reading While Listening (RWL)

What is Big Data?


What are learning analytics?

Exercise 1: 
From the above four sections, read one academic article, read one news article, and watch two videos. You must select at least one from each!

When you have finished, please  answer the following questions: 

Exercise 2: 

In the map below, explore communities around the world who have requested that YOU read a book out loud so that they can listen. 
If time permits, try read a book for at least once school in Africa, one school in India, and one school in Canada. This exercise is aimed at increasing our comfortability with Reading Out Loud.

Exercise 3.a:

Now that we have Read Out Loud and contributed to peoples ability to read while listening, let''s understand the impact of these activities and how it shapes big data and learning analytics. 

Please read the following passage: 

Now please answer the following questions about the passage:
*please do not go back to check for answers. 
*please read quietly to yourself.

Exercise 3.b:

Please Read Out Loud the following passage:

Now please answer the following questions about the passage:
*please do not go back to check for answers. 
*please read quietly to yourself.

Exercise 3.c:

Please Read While Listening to the following passage: 

Now please answer the following questions about the passage:
*please do not go back to check for answers. 
*please read quietly to yourself.


Which area did you score the best? 

FAQ's To Help Explain your Performance

Silent Reading: 

  • Understood to provide the least retention as it is understood to be relatively passive without the engagement of any other of peoples senses. 

Reading Out Loud: 

  •   ROL is understood to provide higher levels of memorization, phonemic awareness, comprehension and retention. This is largely due to the fact that when we read out loud, we are producing sound from the text we have read. This process engages two of our senses and keeps us on track while reading. This "Production Effect," is responsible for statistically significant improvements in reading. 

Reading While Listening: 

  • RWL improves literacy rates, fluency, enables readers to read increasingly challenging content, teaching pronunciation, helps students stay on track (avoid distraction), and improves reading fluency faster then if silent reading alone. 


Now that the Benefits of Reading Out Loud & Reading While Listening are well understood and we understand where they intersect with Big Data and Learning Analytics, please complete the below survey (choose one of them) before we move into our unit on Big Data and then Learning Analytics.


In recognizing the benefits of big data and it's ability to revolutionize education through it's improvement of learning analytics, we'd like your data! We are collecting this for two reasons:
1. It's improtant to show teachers and students alike how easy the process of data collection can be (if you're asking the right questions).
2. This data will be added to our library to better understand what sort of learning analytics both teachers and parents are looking for from their students when it comes to literacy. Your support is truly appreciated. 


Big Data: Now that we have collected big literacy data, what does this mean? What was the point?

Big Data is used by organizations and institutions around the world, let's understand who uses it and why.

Jason McGeorge uses data and analyticas to motivate himeself and his students through objective learning truths. 

Hans Rosling explains the power of big data and helps to make them accessible so that they can be used for learning analytics. 

This video explains how teachers can use Big Data to improve efficiency, learning productivity and learning outcomes through Big Data.

Now that we have seen how big data can be used and can generate positive impact through efficiency within a classroom, let's practise collecting some data of our own! 


Exercise: Collecting Big Data

You have one of two options here: 

Option A: Big Data in the World Around You

1. Think about something in your life that you assume about your friends, family or students. This is an assumption that you treat as a truth when you don't really know (meaning you don't have data to back it up). For example, this could mean assuming your kids/family like all of the groceries you purchase. Or it could mean assuming that the time that you have scheduled to go for coffee/a run/meetings with friends etc are mutually convenient for all parties. 

2. Now think of a way you could collect data on this to confirm or deny (validate or invalidate) your suspicions. For example, if you think your family and kids love all of the food you buy, create a google form to test this hypothesis. And ask if there are any other foods they would rather you purchased. After sending this form out, collecting the responses and viewing them in the review section of forms, see if there are any tangible changes you can consider based on the data. 

3. If you feel comfortorble sharing, feel free to share your data here: 

Option B: Exploring Big Data and Literacy through SiMBi
Much like an earlier activity where we read three pasages using different approaches of: Reading Silently, Reading Out Loud, and Reading While Listening, we will repeat the activity but we will use slightly longer passages, have more questons (including multiple choice for more data) and will use google forms so that data collection and subsequent visualization is possible. 

Steps: After each passage, answer the 5 questions. Please read all 3 and answer all three forms to maximize data and results. 



Learning Analytics: Now that we have collected big data, let's process it to generate meaningful change. 

Let's understand who uses learning analytics and why?

Nick Sheltrown Discusses how learning analytics provide personalization to education and the many benefits associated with it. 

Candance Thille on Learning Analytics and the transformation of education. hille discusses the science of learning and how teachers, parents, and students alike can benefit from analytics.

Now that we better understand learning analytics and how they work, let's get started on our final activity, in which we process the data so that it is visualized to draw meaningful information and insights. 

You have two options here: 

Option 1: Go to Google Form Data from your own Big Data exercise. 
Option 2: (Suggested): Go to Google Form Data from your SiMBi reading question exercise. 

1. Go to your Google form data or SiMBi form data. 
2. Move the data to google sheets so it can be analyzed HERE.
3. Report any interesting findings in the form below. 

Thank you so much for participating in OER on Reading Out Loud, Reading While Listening, Big Data, and Learning Analytics! 
Feel free to leave any questions, comments, or feedback in the form below: