News Article | May 5, 2017
Pearson today announced it has made a number of strides in its transition to digital products and services, along with moves that create better access to education for students. Notably, Pearson has fulfilled the promise it made in January to lower the prices on e-books across 2000 titles and begin the implementation of a print rental program, putting agreements in place last month with both Chegg and IndiCo. In addition, the first quarter of the year has seen a number of other important milestones in the United States: "There is much work to do, but we are well on the way to accelerating our transition to digital,” said Tim Bozik, president of global product for Pearson. “Through the power of digital, we will be able to support teachers and students in new ways, increase access to great learning and ensure our products deliver great outcomes.” As part of the ongoing simplification program, Pearson is also announcing a strategic review of its US K-12 courseware business. This business displays a slow pace of digital adoption, so a review is underway to explore whether it fits with the broader company strategy. While US K-12 remains an important part of Pearson, the future focus in K-12 will be on three areas: Pearson is the world’s learning company, with expertise in educational courseware and assessment, and a range of teaching and learning services powered by technology. Our mission is to help people make progress their lives through learning. We believe that learning opens up opportunities, creating fulfilling careers and better lives. For more, visit http://www.pearson.com.
News Article | November 1, 2016
WASHINGTON, Nov. 1, 2016 /PRNewswire-USNewswire/ -- First Book, the nonprofit social enterprise that has distributed more than 150 million books, and Pearson, the world's learning company, have launched a new campaign dedicated to raising the importance of literacy in the week leading up...
News Article | March 1, 2017
BOSTON, March 1, 2017 /PRNewswire/ -- Cengage, McGraw-Hill Education, and Pearson have joined forces with Ingram and Chegg, Inc. to have them adopt and implement a set of Anti-Counterfeit Best Practices designed to address the growing problem of counterfeit print textbooks. The...
News Article | November 4, 2016
Today Pearson announced a series of webinars that it is hosting in celebration of National Distance Learning Week (NDLW), November 7-11, 2016. The webinars will explore a variety of distance learning topics including emerging distance learning trends, strategies and best practices to engage online students, and new tools designed to enhance the online teaching and learning experience. NDLW is hosted by the United States Distance Learning Association (USDLA) each year to showcase the growth of distance learning and celebrate the accomplishments achieved by K-12, higher education, and corporate online learning leaders. The Art of Virtual Storytelling Monday, November 7, 10-11 a.m. EST Presenter: Kate Nugent, director, product and training, The Ariel Group Participants will learn how to integrate a story into virtual lectures, webinars, 1:1 student coaching sessions and other virtual communications. They will be introduced to powerful storytelling techniques that engage and influence audiences of every size. Storytelling “lights up” every part of the human brain, and the ability to paint a picture for students increases the chances that the learning will stick. Trends in Alternative Credentialing: Benchmarks, Badges, and Noncredit Programming Monday, November 7, 1-2 p.m. EST Presenters: Kyle Peck, co-director, Center for Online Innovation, and professor, Penn State University; Jim Fong, director, Center for Research and Marketing Strategy, UPCEA; and Peter Janzow, senior director, business and market development, Pearson Acclaim Micro-credentials, nano-credentials, badges…staying current on emerging trends in education is a challenge. It is also the life-force of preparing students for an ever-shifting professional landscape. In this session, participants will learn about the driving factors behind the emergence of alternative credentials, how higher education institutions are responding, and hear insights about what’s next. Don’t Overlook Your Help Desk! How Golden Gate University Supports the Demands Their Unique Online Student Population Tuesday, November 8, 1-2 p.m. EST Presenters: Doug Geier, director, eLearning and instructional design, Golden Gate University; and Paulo Dias, managing director, technical services, Pearson In this session, participants will learn how Golden Gate University utilizes help desk services to meet the demands of a unique online student population of adult learners – many of whom work full-time, requiring on demand support, ensuring students get a positive technical support experience for their online programs. The 24/7 help desk support allows the school to offer enhanced technical support, allowing students and faculty to access services outside of regular business hours, 24/7, 365 days a year. Snapchat 101: Engaging Students Online Tuesday, November 8, 1-2 p.m. EST Presenter: Wendy Tietz, Ph.D., professor, accounting, Kent State University Snapchat is currently the number one social media platform used by 16 to 24 year olds and is rapidly gaining users aged 35 years and older. Participants will learn the basics of Snapchat, including how to set up an account, how to communicate with other users, and Snapchat lingo and features (e.g. geofilters, swiping, face lenses) as well as discuss at least four ways that Snapchat can be used to engage students in class using real-life examples. Harnessing the Power of Mobile Devices with Learning Catalytics™ Wednesday, November 9, 10-11 a.m. EST Presenter: Terry Austin, professor, Temple College Austin will describe how encouraging the use of Learning Catalytics on mobile devices can revolutionize student participation as well as team-based learning in the classroom. Ask Me Anything: Online Students Tell All Wednesday, November 9, 1-2 p.m. EST Presenters: Joaquin Van Thienen, Florida International University, Broward Community College; Alexandria Pipitone, Florida International University; Amanda Condon, Arkansas Tech University, University of Arkansas Community College- Hope; Andrea Shaw, director of student programs and partnerships, Pearson; and Gillian Seely, director of content strategy, Pearson Over 5.8 million students are taking at least one distance education course. This session will feature three students currently enrolled in 100 percent online courses, and they will discuss their experiences to help institutions better engage and motivate learners. Participants will also gain insight into recent research on student attitudes toward digital course materials. The Advantages of Using REVEL to Promote Success in Varied Classroom Settings and Environments Thursday, November 10, 10-11 a.m. EST Presenter: Beth King, professor, Columbus Technical College Instructor Beth King will discuss how she implemented REVEL and adjusted instruction to improve performance and engagement in her online and face-to-face Introduction to Music courses at Columbus Technical College. For more information or to register for the webinars, visit this website. Participate in the national conversation by following #NDLW on Twitter. Pearson is the world’s learning company, with expertise in educational courseware and assessment, and a range of teaching and learning services powered by technology. Our mission is to help people make progress through access to better learning. We believe that learning opens up opportunities, creating fulfilling careers and better lives. For more, visit http://www.Pearsoned.com. The United States Distance Learning Association is a non-profit association formed in 1987 and is located in Boston, Massachusetts. USDLA promotes the development and application of distance learning for education and training and serves the needs of the distance learning community by providing advocacy, information, networking and opportunity. Distance learning and training constituencies served include pre-k-12 education, higher and continuing education, home schooling as well as business, corporate, military, government and telehealth markets. The USDLA trademarked logo is the recognized worldwide symbol of dedicated professionals committed to the distance learning industry.
Moran, Pearson and Stack | Date: 2016-03-30
A sprayhead (10) for a pour over coffee brewing machine for delivering hot water to coffee grounds held in a brew basket therebelow, has a housing (11) with a water inlet (12) at one end thereof, which is connectable to an intermittent source of hot water. A plurality of spaced apart hot water outlets (14) are arranged at the other end (15) of the housing (11). A holding chamber (16) for accumulating a quantity of hot water therein is located within the housing (11) and is connected to the water inlet (12). A dispensing chamber (18) is located within the housing (11) and below the holding chamber (16), in use. A bell siphon (20) located in the holding chamber (16) delivers the accumulated quantity of water from the holding chamber (16) to the dispensing chamber (18), and thence to the coffee grounds, once the water level in the holding chamber (16) rises above an open end (24) of a siphon tube (21). The delivery of the accumulated water by means of the bell siphon 20 converts an intermittent supply of water into a smoother dispensing of hot water from the sprayhead (10).
Moran, Pearson and Stack | Date: 2014-08-20
A flash boiler (10) for a pour over water displacement drip coffee brewing machine, which flash boiler (10) is adapted to deliver hot water to a spray head of the brewing machine. The flash boiler (10) comprises a housing (11), a heating coil (not shown) within the housing (11), an upper cold water inlet (12) connectable to a water holding tank in the coffee brewing machine, and a hot water outlet (13), both the upper cold water inlet (12) and the hot water outlet (13) being located at the upper end (14) of the housing (11) as it is orientated, in use, such that a quantity of cold water entering the housing (11) through the upper cold water inlet (12) mixes with the hot water exiting the housing (11) through the hot water outlet (13), which quantity of water is sufficient to maintain the temperature of the water at the spray head at 96 C +/- 1.0 C. Water above 96 C is generally accepted in the coffee brewing industry as being detrimental to the quality of the coffee output so there is an advantage to maintaining the temperature of the water at the spray head to close to the industry desired temperature of 96 C.
News Article | November 14, 2016
LONDON, 14-Nov-2016 — /EuropaWire/ — Pearson, the world’s leading education company, today announces the latest investment made through the Pearson Affordable Learning Fund, (PALF). It is investing in HarukaEdu, a Jakarta-based startup that provides technology solutions to enable higher ed institutions to offer degrees online. Through this deal, HarukaEdu raises $2.2 million of funding led by PALF and Samator Education, alongside Cyber Agent Ventures. The funding will enable HarukaEdu to develop its partnerships with top higher-education institutions in Indonesia to offer degrees online. It has currently signed with six institutions and is launching a new version of its integrated technology platform to help drive future growth – it aims to double the number of partnerships in 2017. In these partnerships, HarukaEdu develops content with the university, delivers video-based lectures using their Learning Management System, and measures student outcomes. “We are excited to invest in HarukaEdu and work with them to help low- and middle- income learners in Indonesia improve their employability prospects and income potential,” says T.T. Nguyen Duc, Head of Southeast Asia, PALF. “HarukaEdu has a rigorous pedagogical approach and a commitment to make high quality education accessible, two attributes that are critical to sustainable education companies. With this foundation, we believe they can provide millions of learners with greater upward mobility and drive up domestic and regional competitiveness of the Indonesian workforce.” Novistiar Rustandi, Chief Executive Officer of HarukaEdu, said: “Our vision is to become a world class provider of higher ed technologies that support the delivery of quality, affordable, accessible, and sociable online learning. Through our platform, people can continuously acquire new skills and knowledge to stay relevant in this changing world. PALF shares the same vision and mission with HarukaEdu and has displayed a very strong commitment to helping us in realizing them. We believe PALF is the right, long-term partner for us in improving education in Indonesia.” The online higher education market in Indonesia is a fast growing segment, currently valued at $6.5 bn according to Indonesia Census Bureau and an internal survey of demand for online higher education. HarukaEdu is uniquely positioned to grow and expects to reach 2,500 enrolments in 2017. HarukaEdu also plays a role in increasing incomes and reducing unemployment in Indonesia as college graduates typically earn three times more than high school graduates earn in 10 years and the unemployment rate among college graduates is 50% less than high school graduates. Katelyn Donnelly, Managing Director of the Pearson Affordable Learning Fund, said: “Indonesia is a large, dynamic market and high quality university education is paramount to ensuring the livelihood and success of the growing population. HarukaEdu is our first investment in online program management and we are excited about the potential to make learning more flexible and accessible to students in Indonesia.” PALF has been active in South East Asia for several years, starting with its early investment in APEC Schools in neighboring country, the Philippines. The region has significant growth potential and clear demand from parents and students in Indonesia whilst there is a mismatch with existing quality and quantity of supply. PALF invests in entrepreneurs who are improving education outcomes for low-income learners in the developing world, and has invested in countries including South Africa, Ghana, India, and the Philippines. This is its first investment into the online Higher Education space. About Pearson Pearson is the world’s learning company, with expertise in educational courseware and assessment, and a range of teaching and learning services powered by technology. Our mission is to help people make progress through access to better learning. We believe that learning opens up opportunities, creating fulfilling careers and better lives. About the Pearson Affordable Learning Fund The Pearson Affordable Learning Fund (PALF) was launched by Pearson in July 2012 with $15 million of capital. In January 2015, Pearson committed an additional $50 million in capital to expand PALF’s work within emerging markets. Its mandate is to invest in companies that can build quality, scalable education solutions to meet a growing demand for affordable educational services across Africa, Asia and Latin America.
Journal of applied measurement | Year: 2013
Historically, rule-of-thumb critical values have been employed for interpreting fit statistics that depict anomalous person and item response patterns in applications of the Rasch model. Unfortunately, prior research has shown that these values are not appropriate in many contexts. This article introduces a bootstrap procedure for identifying reasonable critical values for Rasch fit statistics and compares the results of that procedure to applications of rule-of-thumb critical values for three example datasets. The results indicate that rule-of-thumb values may over- or under-identify the number of misfitting items or persons.
International Journal of Artificial Intelligence in Education | Year: 2015
How can activities in which collaborative skills of an individual are measured be standardized? In order to understand how students perform on collaborative problem solving (CPS) computer-based assessment, it is necessary to examine empirically the multi-faceted performance that may be distributed across collaboration methods. Theaim of this study was to explore possible differences in student performance in humanto-agent (H-A), compared to human-to-human (H-H) CPS assessment tasks. One hundred seventy nine 14 years-old students from the United States, Singapore and Israel participated in the study. Students in both H-H and H-A modes were able to collaborate and communicate by using identical methods and resources. However, while in the H-A mode, students collaborated with a simulated computer-driven partner, and in the H-H mode students collaborated with another student to solve a problem. Overall, the findings showed that CPS with a computer agent involved significantly higher levels of shared understanding, progress monitoring, and feedback. However, no significant difference was found in a student's ability to solve the problem or in student motivation with a computer agent or a human partner. One major implication of CPS score difference in collaboration measures between the two modes is that in H-A mode one can program a wider range of interaction possibilities than would be available with a human partner. Thus, H-A approach offers more opportunities for students to demonstrate their CPS skills. This study is among the first of its kind to investigate systematically the effect of collaborative problem solving in standardized assessment settings. © 2015 International Artificial Intelligence in Education Society.
Pearson | Date: 2013-06-13
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