The iPhone launched in 2007, just as today’s 18 year olds were entering school. They have grown up with tablets, chromebooks, bring your own device, one laptop per child programs, free wifi in schools and shopping centres, apps to communicate with friends, parents and teachers, digital footprints, cyber bullying, fake news and social media.
As these students, and the ones coming after them, enter school and higher education, the majority expect to engage with education as they have engaged with life to date: through their devices, available whenever they want, responsive with immediate feedback, with notifications and reminders to draw them back in, interacting in text, voice and video, a personalised view curated by intelligent agents and assured by real humans.
Through the internet, students now have access to all the information in the world at their fingertips. But it is hard to know where to start, and easy to get lost. And not all sources can be trusted.
Students need guidance on what to learn, feedback on how well they are learning, and a way to demonstrate to employers what they have learned.
The value that teachers and an educational institution bring is twofold.
- To curate a learning experience – guiding a student through a sea of information in a way that enables them to acquire knowledge and skills and to develop and demonstrate the ability to apply their knowledge and skills.
- To assure employers and others of a student’s knowledge, skills and ability to apply them at a particular level.
How Mosaix uses these theories
The Mosaix learning experience is familiar to the social media and online gaming generation. It is responsive, personalised, interactive, connected. Students test their knowledge and develop skills in an encouraging, positive environment, through regular practice. Students learn from others as they see how others approach problems, and have the opportunity to improve over time.
Mosaix is equally applicable in a secondary, higher educational, vocational, or workplace classroom. Mosaix uses cloud, artificial intelligence (AI) and mobile technology to create, deliver, share, inspire, and assess learning.
In developing Mosaix, we applied our strategic insights in systems thinking, social psychology and altruism to create a platform that overcomes the challenges that education faces today, and provides personalisation at scale.
Reflecting our own philosophy, Mosaix is built on the foundations of…
- Passion, not fear of failure, that’s key to motivation.
- Collaboration, not individualism, that’s key to success.
Included learners (Inclusion by design)
People learn in different ways. The current educational system favours specific modes of teaching and learning, which many students respond well to. Others find it challenging to engage and respond in a way which does not match their unique (or impaired) learning and communication style.
Mosaix is different by allowing students to engage in a way that is relevant and meaningful. For example, students with dyslexia may prefer to use videos instead of written text. Students that are visual may prefer to use electronic whiteboards to explain a concept. A student studying artistic design may prefer to use photos to emphasise lighting and shadows.
Mosaix does not limit a student’s learning and engagement style, allowing students to communicate and demonstrate their understanding through various electronic means, such as audio, video, photos, documents, tweets, etc. Designs are underway for the highly specialised inclusion of people with learning constraints such as hearing impairment, visual impairment, autism spectrum disorder and dyslexia.
Increased student engagement and retention through deep learning analytics
“…the completion rates of domestic bachelor courses over a 4 year period are as low as 45% in 2010, and 39.2% for the Non-University Higher education Institutions in 2011.”
Source: Australian Government, Department of Education and Training,
“Completion Rates of Higher Education Students – Cohort Analysis, 2005-2014” https://docs.education.gov.au/system/files/doc/other/cohort_analysis_2005-2014_0.pdf
“Non attendance of lectures and tutorials appears to be a growing trend. The literature suggests many possible reasons including students’ changing lifestyle, attitudes, teaching and technology … however, changes in the way we learn, teach, assess and use technology are recommended if we wish to reverse the trend.”
Source: Journal of University Teaching & Learning Practice, 2006,
“Does Attendance Matter? An Examination of Student Attitudes, Participation, Performance and Attendance”, http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1046&context=jutlp
Conventional educational systems monitor student attendance, assignment submission, assessment and achievement to identify students at most risk of failing, so that teachers can intervene and help the student.
Mosaix provides a complete learning framework far beyond those measures, allowing teachers and schools much more insight into how the class as a whole, as well as students individually, are responding to course content. Mosaix measures and reports in real time, so that teachers can act immediately.
In the trials at CIT, Mosaix generated the following analysis in real time
- 14.4% average class improvement in learning when compared to the CIT’s conventional teaching approach
- 69.8% average class rating of student understanding of the content delivered
- 85.0% average class rating for students to solve unknown but somewhat related problems.