20240529 SLS Launchpad Opening Address: Shaping the Future of EdTech in Singapore

 

SLS Launchpad Opening Address: Shaping the Future of EdTech in Singapore

Introduction

On May 29, 2024, the Ministry of Education (MOE) in Singapore launched the SLS Launchpad, an initiative designed to explore and promote innovative educational technologies (EdTech) within schools. This event marks a significant milestone in Singapore's ongoing efforts to integrate technology into education effectively. The launchpad aims to better understand potential EdTech use cases and solutions while encouraging synergy between individual educators, schools, and the headquarters. This blog post delves into the key points and insights shared during the opening address.

Why SLS Launchpad?

The SLS Launchpad was established with two primary objectives:

1. Understanding Potential EdTech Use Cases: By collaborating closely with schools, the initiative seeks to identify and understand the various EdTech solutions being experimented with. This understanding will help tailor more effective educational technologies that address specific needs and challenges faced by educators and students.

2. Encouraging Synergy: The launchpad aims to foster collaboration between individuals, schools, and the central education authority. This synergy is crucial for sharing best practices, resources, and expertise, ultimately leading to more cohesive and effective EdTech implementations.

Learners First: Designing EdTech for Effective Learning

One of the core themes of the address was the necessity of designing EdTech solutions that prioritize learning outcomes. Here are the main points discussed:

1. Impact of EdTech on Learning Outcomes: Increased use of EdTech does not automatically lead to positive learning outcomes. In some cases, it can even be detrimental due to digital distractions or the promotion of negative learning behaviors. An analysis of the Programme for International Student Assessment (PISA) 2022 highlighted that intentional integration of technology with student performance could be beneficial. However, using devices for leisure activities was found to distract students and negatively impact their performance in subjects like Mathematics.

2. Alignment with Educational Goals: EdTech tools designed by for-profit companies or repurposed productivity tools often prioritize increased usage over deeper learning. Such tools may not align with evidence-based principles for effective digital learning solutions, as outlined by UNICEF.

3. MOE's National Learning System: The MOE's investment in building its own national learning system, the Singapore Learning Space (SLS), ensures alignment with local curriculum and sound pedagogical principles. This in-house capability allows for agile development, enabling quick adaptation to changing stakeholder demands and the incorporation of emerging technologies.OECD’s Digital Education Outlook 2023

Designing EdTech: The Balance Between Technology and Pedagogy

While good design is essential, it is insufficient on its own to strengthen learning outcomes. Effective EdTech solutions require strong pedagogical alignment and significant teacher input. The address emphasized that technology should support, not supplant, the human connections fundamental to teaching and learning. As the UNESCO Global Education Monitoring Report 2023 stated, the positive impact of technology is often dependent on strong pedagogical alignment and teacher involvement.

AI in Education: Can vs. Should?

Artificial Intelligence (AI) has immense potential in education, but its implementation must be carefully considered. The address highlighted the following considerations:

1. Ethics and Explainability: The inherent risks associated with AI, such as ethical considerations and ensuring the explainability and controllability of AI systems, must be addressed.

2. Fundamental Skills Development: It is crucial not to disenfranchise students or hinder their development of fundamental skills. Over-reliance on AI could negatively impact student motivation to conduct independent research and apply feedback broadly.

3. Digital Divide: AI should not inadvertently widen the digital divide. Ensuring equitable access to AI tools and resources is vital to prevent further disparities in educational opportunities.

Conclusion: Let's Create, Connect, Contribute

The SLS Launchpad represents a forward-thinking approach to integrating technology into education. By prioritizing well-designed EdTech solutions, aligning them with educational goals, and carefully considering the role of AI, Singapore is poised to create a more effective and equitable learning environment. The call to "Create, Connect, Contribute" encapsulates the collaborative spirit needed to harness the full potential of educational technology for the benefit of all learners.

This initiative is a testament to Singapore's commitment to leveraging technology to enhance education while ensuring that it remains rooted in sound pedagogical principles and equitable access. The insights from the SLS Launchpad opening address provide a roadmap for other educational systems worldwide to follow in their journey toward effective EdTech integration.

part 2

SLS Partnership and Innovation Ecosystem: Pioneering the Future of EdTech in Singapore

Introduction

On May 29, 2024, the Ministry of Education (MOE) in Singapore unveiled the SLS Partnership and Innovation Ecosystem, a strategic initiative aimed at fostering collaboration and innovation within the educational technology (EdTech) landscape. This presentation, part of the SLS Launchpad 2024, highlighted the continuous evolution of the Singapore Learning Space (SLS) and its role in supporting teaching and learning (T&L) through technological advancements. This blog post provides an in-depth overview of the key points discussed during the presentation.

Overview of SLS

Evolution and Key Messages

Since its inception in 2018, the SLS has been designed to support various modes of T&L, including Home-Based Learning (HBL) and technology-enhanced classrooms. The system continues to evolve, aiming to serve as a capability multiplier by integrating both digital and non-digital T&L resources.

The SLS is built on three key messages:

1. Learn Deeper: SLS serves as a one-stop hub providing students with MOE-aligned resources, fostering collaborative and self-directed learning, and developing 21st Century Competencies (21CC) skills.
2. Teach Better: The platform offers teachers a wide range of tools to enhance their teaching practices, aligned with MOE e-pedagogy principles.
3. Built Leaner: Its open and modular architecture supports external apps and content, continually improved through stakeholder feedback and agile development processes.

Alignment with the MOE EdTech Masterplan 2030

SLS supports the MOE EdTech Masterplan 2030 by providing a common platform for HQ, schools, and the educational fraternity to promote and share curriculum-aligned resources and pedagogically sound EdTech tools. Key features of SLS include:

• Authoring: Tools for creating curriculum-aligned content and guiding lesson creation with pedagogical scaffolds.
• Assignment: Spaces for searchable self-study resources, promoting self-directed learning.
• Enaction: Features based on Key Applications of Technology (KAT) and the MOE’s AIEd Ethical Framework.
• Assessment: Curriculum-aligned question types and features designed for effective assessment.
• Progress Tracking: Tools for tracking student learning based on learning outcomes.

Supporting the EdTech Ecosystem

SLS plays a pivotal role in supporting the EdTech ecosystem at every stage of development, from ideation to scaling. The Partnership and Integration Framework https://www.learning.moe.edu.sg/partners/partnership/partnership-with-sls/ caters to various groups of EdTech providers, offering information, consultation, technical advice, and funding as needed.

Stages of Support

1. Ideation: SLS communicates its capabilities through annual events like the Partners Engagement Session and Launchpad, allowing providers to compare their ideas and decide on integration.
2. Solutioning: SLS publishes processes and technical specifications for whitelisting https://www.learning.moe.edu.sg/partners/integration/whitelisted-websites/ and integration https://www.learning.moe.edu.sg/partners/integration/integrated-apps/, and offers consultation sessions to guide providers.
3. Proof of Concept (PoC) and Prototyping: The SLS Partnership Team supports providers through the approval and development process, facilitating differentiated app access for prototyping.
4. Integration: Integrated apps can be promoted through the App Library and tagged for commercial tiers, with usage data available on request.
5. Scaling: Eligible apps can approach SLS for scaling support, involving deeper integration and development with the SLS Design and Development Team.

Supporting Every Stage of EdTech Development

The SLS Partnership and Innovation Ecosystem supports every stage of EdTech development, from ideation to scaling. This comprehensive framework ensures that all types of EdTech providers, including commercial companies, start-ups, and individual teacher developers, receive the necessary support and guidance.

1. Ideation Stage:

   • Information Sharing: SLS communicates its current and future capabilities through events like the Partners Engagement Session and Launchpad.
   • Feedback Channels: Various feedback channels, including the SLS feedback widget and SgLDC, allow providers to share their ideas and receive input from the SLS Partnership Team.
   • MOE Ideathon: The MOE Ideathon (SLS Category) provides a platform for innovative ideas to be presented and potentially developed further.

2. Solutioning Stage:

   • Published Standards: SLS publishes whitelisting and integration processes and technical specifications on the SLS Info-Site, providing clear guidelines for providers.
   • Consultation Sessions: Providers can arrange consultation sessions with the SLS Partnership Team to discuss how to integrate their tools with SLS and ensure they are synergistic with other SLS features.

3. Proof of Concept and Prototyping Stage:

   • Guidance and Support: The SLS Partnership Team guides providers through the whitelisting and integration approval processes, offering differentiated access to apps based on school, subject, or level for easy prototyping.

4. Integration Stage:

   • Promotion and Usage Data: Integrated apps can be promoted through the App Library and tagged for commercial tiers. Providers can also request usage data from the SLS Office to understand how their apps are being utilized.

5. Scaling Stage:

   • Scaling Discussions: Providers of eligible apps can approach the SLS Office for scaling discussions. This involves deeper integration and development with the SLS Design and Development Team, particularly for tools that offer significant value-add beyond what SLS can achieve in the short term.

Planned Builds for SLS Version 2

The upcoming SLS Version 2 aims to further support the EdTech Masterplan 2030 by enhancing the platform's value proposition. Key developments planned by 2025 include:

1. Widening Variety of Resources and Tools:

   • Broader Range of Digital Learning Materials: SLS will offer a broader range of digital learning materials to cater to diverse learning needs.
   • External Content Developers (ECDs): New roles and permissions will be created for ECDs to contribute to the platform.
   • Improvements to e-Authoring and Publishing: Enhancements will be made to e-authoring and publishing tools to facilitate content creation.
   • Personalized Recommendations: SLS will provide personalized content recommendations to students based on their learning progress.
   • Rapid Digitalization of Physical Content: Efforts will be made to rapidly digitize physical learning materials.
   • Media Modes and Formats: SLS will support a wider variety of media modes and formats for displaying, storing, and handling content.
   • Web Accessibility Standards: SLS will meet web accessibility standards to ensure inclusivity.
   • Content Taxonomy Revisions: Revisions to the content taxonomy will improve content organization and retrieval.

2. Increasing Range of Learning Experiences:

   • Learning Experience Refinements: Continuous refinements will be made to improve the overall learning experience on SLS.
   • Self-Directed Learning with AI: The Adaptive Learning System (ALS) and self-study lessons will support self-directed learning.
   • Visualization of Mastery: ALS mastery will be visualized under Learning Progress, providing insights into student progress.
   • SLS Administration and Developer Portal: A portal will be introduced to allow more self-service and share updates on SLS.
   • App Integration Enhancements: Enhancements will be made to app integration processes.
   • Gamification Enhancements: Gamification features will be expanded to improve student motivation and engagement.
   • Expansion of App Library: The App Library will be expanded to include more integrated apps.

3. Enhancing Quality of Assessment and Feedback:

   • Learning Analytics Enhancements: Improvements will be made to learning analytics capabilities.
   • Learning Interaction Reports: Enhancements will be made to learning interaction reports.
   • Question and Test Interoperability (QTI) 2.1 Capabilities: Expansion of QTI 2.1 capabilities will facilitate better assessment interoperability.
   • AI-Learning Feedback Assistants (LFAs): Improvements to marking and feedback through AI-powered LFAs.
   • Assessment Formats and Modes: More variety in assessment formats and modes will be introduced.
   • Core Service Modifications: Modifications to core services will cater to changes in the education landscape.

Innovation Projects in SLS

Innovation projects in SLS often start as school-level prototypes, extending to cluster-level as they receive more support and funding. Providers can partner with HQ divisions for wider promotion and integration with SLS. The presentation outlined a framework for providers to consider scaling their innovations, highlighting the importance of collaboration with the SLS Partnership Team to maximize the potential of their solutions.

Scaling Innovation Projects

Providers can explore three possible scaling tiers for their innovation projects:

1. School-Wide Use: Solutions can be used as standalone apps or whitelisted/integrated with SLS, funded through the MOE Innovation Fund (MIF) or School Operating Fund (SOF).
2. Cluster-Wide Sharing: Solutions can be shared as whitelisted/integrated apps within clusters, funded by MIF, clusters, or sponsoring HQ divisions.
3. MOE-Wide Promotion: Solutions can be promoted MOE-wide through SLS, procured centrally through suitable funding mechanisms.

Providers are encouraged to reach out to the SLS Partnership Team early to synergize their efforts and identify potential areas for collaboration.

Conclusion

The SLS Partnership and Innovation Ecosystem is a testament to Singapore's commitment to advancing education through technology. By fostering collaboration and providing robust support at every stage of EdTech development, SLS is poised to create a more effective and personalized learning environment. The planned enhancements for SLS Version 2 will further solidify its role as a cornerstone of Singapore's educational landscape, driving innovation and ensuring that technology serves to enhance, rather than hinder, the learning experience.

This initiative not only supports the MOE's vision for the future of education but also sets a benchmark for other educational systems worldwide to follow in their journey.

SLS is designed based on sound pedagogical principles

Pedagogical scaffolds are used to guide lesson authoring.Learning Experience templates encourage teachers to broaden their pedagogical practice while subject specific templates align them to discipline-specific approaches.
Active Learning Processes help sequence activities according to learning science principles, e.g. activation, thinking and discussion, demonstration of learning, monitoring and feedback.

Nested module structure (module-section-activity) and conditional access allows students to progress at their own pace between lessons and activities, but still in a scaffolded manner, i.e. depending on completion or demonstration of mastery.This facilitates more complex pedagogies such as blended or flipped learning.
EdTech platforms without a similar nested structure can only deliver byte-sized content unsuited for the longform and connected experience needed for foundational learning.

SLS’s collaborative features (i.e. KAT-Learning Together) emphasise inclusivity and ensuring equal representation of views from quiet students.Its Interactive Thinking Tool (ITT) ensures that each student is required to give at least 1 response to each question, unlike typical discussion forums.
Additionally, it offers templates and prepopulated responses that scaffold thinking (e.g. See-Think-Wonder, fishbone templates).

Enaction features such as Lesson Pacing and Print-to-Scan help give teachers fine-grained control when SLS is used in F2F lessons and help reduce digital distraction.Many EdTech tools are designed without the teacher in mind but rather to facilitate student self-study, trusting the student to self-regulate against distraction or self-pace or self-scaffold in their learning. When used with younger students or those with lower motivation, this can lead to negative outcomes highlighted in the PISA report.

SLS assessment features are designed with assessment principles in mind, e.g.Quiz marks are shown only on the last page rather than the cover, to encourage students to focus on teacher comments.
Rubrics are visible when students attempt questions, to ensure that they are aware of assessment criteria.

Gamification and Learning Progress distinguish between effort and mastery.SLS allows late submission to facilitate learning and encourage effort even after deadlines have passed and to make use of EdTech affordances (i.e. traditional prohibitions for late work allowed teachers to manage administrative load which is reduced with digital submissions).
Penalties or rewards for effort is reflected independently from performance in assessment to allow teachers and students a clearer idea of student effort versus mastery.

SLS’s metatagging structure allows resources and learning progress to be tagged to a nested curriculum (up to 4 levels).Other EdTech tools usually have single-level metatags which do not allow nested searches or visualisation of student learning against interrelated subjects, levels, topics, subtopics and learning outcomes.
Its design ensures semantic interoperability across the entire system, something identified as a weakness in most other countries by OECD.
Its ability to copy content maps ensures that resource tagging remains despite constant updates to the curriculum.

SLS has in-built guardrails to mitigate AIEd risks. Its AIEd features are built with explainability and controllability in mind, e.g. anchoring Learning Feedback Assistants (LFAs) feedback to suggested answers, guiding Authoring Copilot (ACP) generation to knowledge bases, ensuring AIEd features are built to be teacher-facing first.
SLS design manages privacy and IP risks, with non-identifiable student ID being sent to external ALS services, and digital resources not stored externally for Retrieval Augmented Generation (RAG) use with Large Language Models (LLMs).
Other than managing ethical risks, SLS design also encourages good pedagogical use of AIEd tools. Hardcoded LFA prompts ensure LFA feedback is aligned to sound feedback principles such as providing specific suggestions for improvement. Error classification encourages student metacognition and facilitates self-improvement. Fine-grained control allows teachers to remove AIEd scaffolds as necessary, to help students build mastery.