Developing Curriculum Standards

Edtech is often criticised for poor quality, misuse of student data and limited learning impact (I’ve voiced those concerns myself several times). But we can’t hold systems accountable without first showing what good or exceptional performance looks like. Once that’s clear, we can create competitive pressure and drive improvement.  ⬇️ Excited to finally share our paper in HSCC Springer Nature that outlines key benchmark criteria for high-quality EdTech. The paper summarises the work our research group has been doing over the past three years. It focuses on educational impact and edtech’s added value for students’ learning. 📚 After an extensive literature review and cross-sector consultations, we’ve developed a multidimensional framework grounded in the “5Es” — efficacy, effectiveness, ethics, equity, and environment.  Efficacy and Effectiveness combine experimental evidence with process-focused metrics and pedagogical implementation studies. Broader metrics focus on ethical data processing, inclusive and equitable approaches and edtech’s environmental impact. 👇 The fifteen tiered impact indicators already guide a comprehensive and flexible evaluation process of international policymakers, educators, EdTech developers and certification bodies (see EduEvidence - The International Certification of Evidence of Impact in Education and our case studies). 🙏 Huge thanks to all who contributed, especially through our participatory Delphi process. Your insights were invaluable! Nicola Pitchford Anna Lindroos Cermakova Olav Schewe Janine Campbell /Rhys Spence Jakub Labun Samuel Kembou, PhD Tal Havivi/ Ayça Atabey Dr. Yenda Prado Sofia Shengjergji, PhD Parker Van Nostrand David Dockterman Stephen Cory Robinson Andra Siibak Petra Vackova Stef Mills Michael H. Levine  #EdTech #ImpactMeasurement #5Es #EdTechQuality #EdTechStandards 👇 Read here or download from:

Ever seen a program built to include… that ends up limiting instead? I have. A couple of times. I’ve seen initiatives designed with care and good intent but often, they unintentionally narrowed possibilities: 🔒 Steering specific marginalized people toward certain roles 🔒 Labeling them in ways that don’t reflect their full potential 🔒 Reinforcing the very boxes these programs aimed to break That’s why I’m a fan of applying Universal Design Principles to DEI work. Organisations need to rethink how they design programs and this framework has so much to offer. Originally developed to make physical spaces more accessible, Universal Design is a powerful framework for inclusion. It pushes us to design DEI related programs that are usable by all employees, to the greatest extent possible, without the need for separate, specialized design. 💥 It’s time we stop designing for categories and start designing for conditions. So ask yourself: how the conditions need to change for everyone can participate, contribute and thrive. Whether you're designing leadership tracks, trainings, mentorship programs or onboarding experiences, Universal Design helps you serve specific needs without excluding others. 💡 Curious how to do it? Here’s a sheet with more practical info that could inspire you to redesign. Because real inclusion starts not with asking, "Who do we need to support?"but "How can we design this to remove barriers so everyone can participate?" What are your thoughts on that? Please share in the comments 👇

Designing learning that works for every mind. In preparation for our session at World of Learning in October, Emma Hutchins and I are asking neurodivergent learners to share the 'one thing' above all others that would improve their digital learning experience. Thanks so much to everyone who engaged with and contributed to our last LI post. The list below is what we have so far. But are we missing anything? We'd love to hear from you in the comments if your 'one thing' doesn't appear on our list. Content design and structure - Provide clear and consistent instructions throughout all learning materials. - Ensure a clear and logical content structure so information fits neatly into well-defined categories. - Avoid poor colour contrast and other design issues that contribute to sensory overload. - Avoid locked navigation controls (like 'Continue' buttons) unless it is obvious what needs to be completed to progress. Control over media and sensory input - If possible, avoid linking to external video sites (such as YouTube) unless the learner’s return path is clear and accessible. - Do not include moving or animated content unless learners can pause or stop it. - Allow learners to change the speed of video content (both slower and faster) to suit their processing needs. - Always provide transcripts for video and audio to offer choice in how content is accessed. - Give learners control over narration and audio - allow them to start, stop, or bypass it entirely. - Keep multimedia experiences manageable to avoid overstimulation from multi-sensory overload. Assessment and feedback design - Write unambiguous questions and instructions and test them for clarity. - Provide clear, direct feedback for knowledge checks - explicitly state the correct answer and explain why it is correct. - Avoid double negatives in both questions and feedback, as they slow comprehension and retention. #WOL25 #Neurodiversity #Inclusion #Accessibility  (Five outlined human profiles, each with different colourful brain representations, including connected nodes, flowers, gears, puzzle pieces, and hearts, symbolising diverse thinking styles.)

Inclusive design is not just about the font you choose. It is about how your content behaves when it meets a different nervous system. Last week, we pruned your typography. This week, we are looking at the soil. We are auditing your media and structure. In our rush for "engagement," corporate communications often rely on visual shortcuts like flashing GIFs, color-coded alerts, and walls of emojis. Marketing calls these "hacks." I call them Barriers. When you rely on a color change to signal "danger," you lock out the colorblind. When you replace words with a string of emojis, you create chaos for a screen reader user (hearing "Face with tears of joy" five times in a row). When you post a video without captions, you tell the Deaf and Auditory Processing communities that they are not your audience. Accessibility is not a "feature" for a minority group. It is an indicator of Organizational Health. If your content requires perfect vision, perfect hearing, and neurotypical processing speed to understand... your content is flawed. Below is The Inclusive Content Audit (Part 2). We moved beyond fonts to look at media, structure, and interaction. Here are 9 Ways to Operationalize Inclusion in your content: 1. The Emoji Restraint ❌ Barrier: Emojis read aloud via screen readers as clunky descriptions. ✅ Fix: Use clear words to convey tone. Keep emojis at the end of sentences rather than in the middle. 2. The Caption Mandate ❌ Barrier: Audio/Video posted "naked." ✅ Fix: Burned-in open captions. (This helps ADHD brains like mine focus just as much as it helps Deaf users). 3. The Contrast Rule ❌ Barrier: Text over busy, semi-transparent backgrounds. ✅ Fix: Solid color backgrounds behind text blocks to reduce visual noise. 4. The "Color + Shape" Rule ❌ Barrier: Using only color to convey meaning (e.g., Red = Error). ✅ Fix: Pair color with a distinct shape or icon label. 5. The Alt-Text Discipline ❌ Barrier: Images with file names like "IMG_5920.jpg". ✅ Fix: Descriptive, concise Alternative Text. 6. The Header Hierarchy ❌ Barrier: Manually bolding text to look like a header. ✅ Fix: Using actual "Heading Styles" (H1, H2) so screen readers can navigate the structure. 7. The Motion Control ❌ Barrier: Auto-playing GIFs or flashing content. ✅ Fix: Static images or user-controlled "Play" buttons. (Protect your team from vestibular triggers). 8. The Data Summary ❌ Barrier: Complex charts with no text explanation. ✅ Fix: A simple text summary beneath the visual. 9. The Permanent Label ❌ Barrier: Form field labels that disappear once you start typing. ✅ Fix: Labels that remain visible above the field. (Reduces cognitive load and working memory strain). The Verdict: Low-friction content is high-impact content. Stop making your audience fight your design to get to your message. #Accessibility #InclusiveDesign #WCAG #Neurodiversity #Leadership #ClinicalStrategy

Inclusive teaching isn’t about doing more individual plans, it’s about designing better learning from the start. I really like this simple 3-tier model for thinking about inclusive teaching and learning. Too often, we jump straight to individual adaptations and specialist interventions. But this pyramid reminds us that the greatest impact comes from getting the foundations right first. Tier 1 – High-impact instruction This is the core. Clear explanations. Modelling. Scaffolding. Retrieval practice. Checking for understanding. Strong routines. When teaching is explicit, structured and evidence-informed, most learners succeed without additional support. Tier 2 – Accessible design This is about planning with inclusion in mind from the outset. Universal Design for Learning, flexible resources, multiple ways to access content, chunking, visual supports, vocabulary pre-teaching. Good design reduces barriers before they appear. Tier 3 – Contextual adaptations Targeted, individual adjustments for specific needs. Essential, but not the starting point. If we rely too heavily here, we risk creating dependency and workload that isn’t sustainable. The key message for me: Less individualism, more inclusion. When Tier 1 and Tier 2 are strong, Tier 3 becomes smaller, sharper and more effective. In FE this has big implications for CPD: Focus first on high-quality teaching strategies, build inclusive curriculum design skills and use targeted support strategically, not reactively. Inclusion isn’t an add-on, It’s good teaching, done well, for everyone. #InclusiveTeaching #TeachingAndLearning #FE #CPD #SEND #EducationLeadership #Pedagogy

Another snippet from our latest report "Beyond the Hype," https://lnkd.in/ehrVZeCw. There is a concerning lack of formal AI guidance in our educational institutions. Our benchmarking data reveals that only 30% of institutions have an AI policy or strategy in place. We are not the first to highlight this strategic gap. For example: The DfE's recent reports highlight the urgent need for clear policies and ethical guidelines Our findings manifest several critical gaps: Strategic Planning - Most institutions lack formal AI guidance - Few have clear frameworks for AI implementation - Limited strategic planning for ethical considerations - Absence of structured approach to AI tool selection Policy Impact - Institutions with AI policies show: - Better support for students (correlation 0.28) - Greater awareness of AI biases (correlation 0.28) - Higher parental awareness of AI use (correlation 0.27) - More systematic approach to AI integration - Implementation Challenges - Lack of formal evaluation processes - Inconsistent approaches to AI adoption - Limited risk assessment frameworks - Fragmented decision-making processes Why This Matters: Students across education are actively engaging with AI tools, both inside and outside the classroom. Without clear policies and strategies, institutions are struggling to provide consistent, safe guidance for AI use. This policy vacuum means some students are navigating complex AI tools without proper institutional support or safeguards. Action Needed: - Development of comprehensive AI policies - Clear frameworks for ethical AI use - Structured approaches to AI tool selection - Strategic guidance for safe implementation - Regular policy review and updates We must act now to establish robust AI policies because every student deserves a safe, well-structured approach to AI integration in their education. The report encompasses analysis from our benchmarking survey of 256 institutions in England; Jisc's leadership survey of 600 participants; HMC's survey of 88 independent schools and 2 recent Department for Education reports. #AIinEducation #EducationalPolicy #EdTech #UKEducation #DigitalStrategy #EducationalInnovation #SkinnyonAIED #AI #EdTech #Edchat #Leaders #innovation #technology #Learning #Students #Teaching #Edreform For more thoughts like this read the skinny here https://lnkd.in/gTaNTRkb

Many people talk about inclusion in schools. But inclusion is not simply about placement. It is about whether a child’s “cup” is actually being filled. In a mainstream classroom, inclusion happens when the environment is intentionally designed so every child can participate, regulate, and feel safe enough to learn. So what does that look like in practice? 1. Predictable structure - Many neurodivergent students thrive when the day is predictable. Visual timetables, clear routines, and advance warning of transitions reduce cognitive load and anxiety. 2. Flexible ways to engage - Not every student learns best through listening and writing. Allowing movement, using visuals, breaking tasks into smaller steps, or offering alternative ways to show understanding can remove barriers to participation. 3. Regulation before expectation - A dysregulated brain cannot access learning. Quiet spaces, movement breaks, sensory tools, or short reset opportunities can help students return to a state where thinking is possible. 4. Strength-based teaching - Instead of focusing solely on what a student struggles with, identify what they are good at and use it as an entry point into learning. Confidence often grows from competence. 5. Psychological safety - Students need to feel safe making mistakes. When classrooms emphasise curiosity over correctness, students are more willing to attempt difficult tasks. 6. Voice and agency - Inclusion also means listening. Giving students choices, inviting their perspective, and involving them in problem-solving helps them feel valued. When these conditions exist, something powerful happens. Students are more likely to: • participate • build friendships • regulate more effectively • and develop confidence in their abilities. Inclusion is not about lowering expectations. It is about removing unnecessary barriers so every child has access to learning and belonging. When a child’s inclusion cup is full, learning follows. #Education #Inclusion #Neurodiversity #SEND #InclusiveEducation #TeachingStrategies #NeurodivergentStudents

Been digging for #education #datasets in recent pre-prints: Here are three openly-available datasets that crossed my radar recently — each one fills a gap the K-12 AI Infrastructure Program https://lnkd.in/gpdGQ88p was designed to address. 1. LessonBench-V1 (arXiv: 2607.13041) — 647 human-written STEM lessons across 240 topics, reverse-engineered into lesson plans. 3,620 learning objectives with pedagogical metadata. A systematic way to evaluate whether AI lesson-generation agents actually produce instructionally sound output, rather than fluent-sounding text. 2. L2-Bench (arXiv: 2607.08842) — 1,000+ task-response pairs for evaluating LLM capabilities in second language education. Built with a taxonomy of 12 competencies validated by 200+ practitioners (4.42/5.00 authenticity rating). Measures applied pedagogical competence, not just content knowledge. A model for how domain-specific evaluation benchmarks should be built. 3. AIriskEval-edu (arXiv: 2607.01934) — 1,639 K-12 explanations across science, language arts, and social sciences, annotated across five risk dimensions: factual precision, depth/completeness, focus/relevance, student-level appropriateness, and ideological bias. 785 include structured explainability annotations with risk localization. Also demonstrates that a fine-tuned local Llama 3.1 8B can approach frontier model performance on pedagogical risk detection — important for privacy-preserving deployment. To improve educational use of AI, we need more openly-licensed, pedagogically-grounded resources! If you know of resources that deserve attention, please share. #ai #education #EdTech #K12 #DigitalPublicGoods #LearningSciences

📚 A Pedagogically Intentional Framework for Lesson Planning High-quality instruction is the result of deliberate instructional design, not chance. This HyperDoc-based lesson planning framework functions as a conceptual and practical guide for educators seeking to design learning experiences that are rigorous, inclusive, and learner-centered. 🔹 Engage – Activating Curiosity & Prior Knowledge Instruction begins with a cognitively stimulating provocation that activates schema, builds relevance, and establishes purpose. Strategic hooks foster intrinsic motivation and emotional investment in learning. 🔹 Explore – Inquiry-Driven Knowledge Construction Learners interact with multimodal, curated resources that promote investigation, sense-making, and conceptual exploration. This phase privileges student voice, choice, and agency while supporting constructivist learning practices. 🔹 Explain – Conceptual Clarification & Explicit Instruction Through targeted instruction, guided discourse, and formative checks for understanding, educators address misconceptions and consolidate conceptual clarity. Learning intentions and success criteria are made explicit to anchor understanding. 🔹 Apply – Authentic Transfer & Skill Integration Students engage in performance-based tasks that require the application, synthesis, and transfer of learning. This stage deepens understanding by situating knowledge in authentic, real-world contexts. 🔹 Share – Feedback, Discourse & Knowledge Co-Construction Learners communicate their thinking, engage in peer critique, and respond to feedback. This social dimension of learning strengthens metacognition, accountability, and collaborative competence. 🔹 Reflect – Metacognitive Awareness & Goal Orientation Structured reflection enables learners to evaluate their learning strategies, monitor progress, and set intentional goals—cultivating self-regulated and reflective learners. 🔹 Extend – Deep Learning & Cognitive Stretch Extension opportunities provide pathways for enrichment, interdisciplinary connections, and higher-order thinking, ensuring sustained engagement beyond core instructional time. ✨ This framework serves as a pedagogical roadmap for lesson planning, firmly aligned with Universal Design for Learning (UDL) principles. It ensures accessibility, differentiation, and equity while maintaining high expectations and cognitive demand. 💡 Intentional lesson design transforms classrooms into spaces of deep inquiry, authentic engagement, and meaningful learning. #PedagogicalDesign #LessonPlanning #InstructionalExcellence #UDL #StudentAgency #InquiryBasedLearning #AssessmentForLearning #DeepLearning #EducationLeadership

📣 Excited to share our new education benchmark! 📣 We built the SAGE benchmark after finding that models struggle to grade student work. Paradoxically, the best models can now solve challenging math problems and win IMO but struggle to break 50% when grading. AI is widely used in education but is far better at answering than assessing. On SAGE, no model could reliably grade student responses with the top performer, Gemini 2.5 Flash (Nonthinking), reaching just 44.8% accuracy overall. On average, models struggle the most on Automata questions, with an average accuracy of 26%, while performing the best on Linear Algebra at 50.4%. This suggests that models perform better on highly structured, procedural questions that follow well-defined steps, like those in Linear Algebra. In contrast, they struggle more on abstract, conceptual problems such as Automata. As part of this benchmark, we also collaborated with College Board to create a dataset to evaluate how well models can grade AP FRQ samples from Precalculus and Calculus. On these questions, models do better – just barely breaking 70% average accuracy. This is likely because these questions are AP-level rather than undergraduate-level. These results highlight a serious need for continued development in educational AI and reveal a clear gap between solving and grading. To read our full SAGE benchmark report, visit our website, linked in the comments below.