Page 13 - ELG2402 Feb Issue 488

FEATURE

Q: We know EdTech has many In terms of whether online can work that it can replace that part of education that
benefits for students, globally. as well as, or better, than face-to-face for really makes it life changing.
However, what are the potential language learning, I’m not aware of any
challenges that come with distance evidence that would be generalisable beyond Q: What is the future you envision for
or digital learning? it working for some individuals in certain EdTech and digital learning worldwide
THE challenge is inclusivity. This could be a contexts and situations: as the saying goes, and how do you plan on achieving it?
lack of device access, low to no connectivity, everything works somewhere but nothing Simply put, we need to include everyone, and
poor digital literacy levels, and even self- works everywhere. on their terms, not ours. I recently attended
regulation aspects like motivation and the World Innovation Summit for Education
resilience that are more important when Q: In the adult market there is a high in Qatar which had an AI focus. Pelonomi
you move away from face-to-face teaching. level of student drop-out for distance Moiloa spoke about her organisation’s work
As digital reach extends so does inclusion, learning. High rates of attrition can building large language models for underserved
but simultaneously, exclusion. Some of be a very attractive business model languages in Africa. This is a necessary response
the teachers in our project in Rwanda had as long as students either pay in to US dominated Big Tech and the well
never accessed the internet previously. advance or sign-up for a subscription documented issues around non-representation
That’s staggering when you think about how service; similar to the business and cultural bias. There will need to be a lot
connected our lives can be today. models used by fitness centres. of grassroots, context specific work like this for
How do you reduce attrition? an equitable AI powered future. The British
Q: Feedback from across the world Attrition rates do vary. Massive Open Online Council has a global presence and is on the
suggests that, during COVID, Courses (MOOCs) are the worst offenders – ground in more than 100 countries. We are in a
children who were taught online some put the completion rates at just 3-6% privileged position to support and promote this
had poorer learning outcomes than – but that’s partly because they are free and fully inclusive digital future.
previous cohorts. What evidence easy to sign up for.
is there that under-16s would From years of experience, we know that Dr Adam Edmett is Head
learn language as well online as providing a blend of face-to-face and online of EdTech Innovation for the
they do face-to-face with teachers course dramatically improves the chances of British Council and currently
and peers? learner engagement, along with other factors based in Doha, Qatar. Adam
There are many things at play here which such as support with onboarding, how a has 27 years’ experience in
might have influenced those results. For course is structured, qualifications awarded, English language teaching
example, there was the impact of COVID and whether there is a moderator and active and digital learning technology, with roles in
itself on everyone’s mental health. I still don’t online community of learners. Let’s face it, 14 countries. He has a doctorate from the
think we fully realise the impact the pandemic keeping learners engaged in pure self-access University of Bath and an MA from the Open
had on all of us. We cope, that’s what humans mode is the hardest task of all. Perhaps AI
do, but I don’t think the full impact is evident. powered tech will help, but I have doubts University, both in Online Education.

Herbert Puchta • Chris Jory • Peter Lewis-Jones • Chris Holzmann
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