Easy Correct makes teaching better

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Easy Correct makes teaching better

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This interview is in association with CONTENTshift, the accelerator program of the Association of the German Book Publishers & Booksellers. You can learn more here https://www.contentshift.de/en/. The winners are announced on a live ceremony at the Frankfurt Book Fair each year https://www.buchmesse.de/en. The accelerator program aims to push the boundaries of publishing. We will bring you this year’s winner of CONTENTshift at Thanksgiving (Nov 28th).

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In this interview, Joe talks to Jacob, Co-Founder, and CLO at Easy Correct, a startup based in Denmark. Their tool allows teachers to give better, more consistent feedback to students. Learn more in the interview.

You can learn more here: https://www.startuprad.io/blog/easy-correct-makes-teaching-better/

By |2019-11-08T11:16:16+01:00November 8th, 2019|0 Comments

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Easy Correct makes teaching better (Video)

Easy Correct makes teaching better

The Interview

This interview is in association with CONTENTshift, the accelerator program of the Association of the German Book Publishers & Booksellers. You can learn more here https://www.contentshift.de/en/. The winners are announced on a live ceremony at the Frankfurt Book Fair each year https://www.buchmesse.de/en. The accelerator program aims to push the boundaries of publishing. We will bring you this year’s winner of CONTENTshift at Thanksgiving (Nov 28th).

The Startup

In this interview, Joe talks to Jacob Gadegaard (https://www.linkedin.com/in/jacob-gadegaard-01950015/), Co-Founder and CLO at Easy Correct (https://www.easycorrect.com/), a startup based in Denmark. Their tool allows teachers to give better, more consistent feedback to students. Learn more in the interview.

You can learn more here: https://www.startuprad.io/blog/publications-until-end-of-november-thanksgiving/

History

Every year the Frankfurt book fair is also the place where Startuprad.io interviews the finalists and eventual winners of the program. We did this already in the past. Have a look at our interviews from 2018 on our playlist here: https://www.youtube.com/playlist?list=PLUbiCAQc22WsdxEzE7iASbXD4_rAAVQbx

Outlook

During the course of the next few weeks we will publish five interviews with startups (https://www.contentshift.de/en/contentshift/news/who-will-become-the-content-startup-of-the-year/) from the CONTENTshift accelerator from the Frankfurt Book Fair (https://www.buchmesse.de/en), with startups from Germany, Denmark and the UK.

Only the publication of our regular news will interrupt the series. We will end with a very special day at Thanksgiving, where we will publish our News, as well as the interview with the winner of the program.

Transcript

Introduction: Welcome to startuprad.io, your podcast and YouTube blog covering the German startup scene with news interviews and live events.

Joe: Welcome everybody. This is Joe from startuprad.io, your startup podcast and YouTube blog from Germany. I’m right now at the 2019 Frankfurt book fair and again, as you can tell from the background, I’m once again talking to finalists from the content shift accelerator, which is from the German book printers and sellers association. The official name is [inaudible 00:42] and I’m not kidding you. You are my first guest. Welcome.

Jacob: Thank you so much.

Joe: Can you introduce yourself to our audience?

Jacob: Yes. My name is Jacob. I am from a company named Easy Correct. We are based in Copenhagen in Denmark. I’m not going to bother you with pronouncing my surname in Danish so let’s just go with Jacob.

Joe: We have to tell our audience, Häagen-Dazs is not Danish. It’s not American, right?

Jacob: It’s not Danish, that’s for sure.

Joe: It’s one of the usual confusion.

Jacob: Lego is Danish.

Joe: Lego. Yeah. Very good. So you are?

Jacob: We are an ad tech startup. We do solutions that help teachers provide feedback on student’s written assignments. We help them do it faster and hopefully also with the consequence that what students get is better so that we achieve more learning outcome of all the hard hours that teachers put in providing feedback on students written assignments.

Joe: I have many thoughts in my mind just instantly with that. Is it more like that you get standardization, like a certain level across all the classes that are taught across different teachers? Or is it just an individualized learning to improve the individual learning?

Jacob: Hopefully it’s a little bit of both. We do different solutions. We have plugins for word and Google docs that are used by individual teachers, but built into the software as the facility to share with your colleagues. There are many things that can be improved around feedback on written work going away from the red marker. One of them is consistency among teachers and them collaborating with each other. Learning from best practice, there hasn’t been much of a tradition of teacher doing that. They have to a large extent basically done it on their own with their students. But facilitating that dialogue teacher to teacher is one of the things that our platform facilitates. But it’s also about consistency over time because quite often teachers will mark the same kind of comment in a slightly different way on the next assignment compared to the one before and the students don’t see the connection. So by creating some standards that can be shared with your colleagues and can be used again and again, students have a higher chance of basically recognizing that, Oh, we’re on the same area here and even out some of the differences between teachers, which can actually be quite a bit of a frustration on many students that my teacher provides a lot of feedback. My teacher doesn’t provide much by evening that out and facilitating collaboration between them. You can achieve both.

Joe: If I think this through, is it that you get almost the same like standardized feedback from a biology teacher in your homework, like poor grammar or something like that, that you get from the English teacher?

Jacob: No. Basically our solutions do not come with content. We provide a software solution that helps them do that faster, but our software is completely subject agnostic. You can use it as a biology teacher, a math teacher, an English teacher across higher ed, K-12, down to middle school level actually because written assignments is a learning universal that takes place all over the world and feedback is really relevant. And the way we want to try and twist it is to turn it around so that the focus of feedback becomes on what happens with it when students receive it rather than the teacher providing it. Because a lot of feedback, we know that from research with schools basically is only looked at by the student for like 30 seconds and the teacher may have spent half an hour providing it. The student just skims through it really quickly looking for a grade and basically that feedback gets reduced to reasons for our grade. And we want to try and change the mindset around feedback because there’s shoots missed learning opportunity there. If students invest time and see receiving feedback as the beginning or the continuation of a learning process rather than the end of a process, then there’s much more to be learned by that.

So that’s why we want to work with teachers also reorganizing their works, getting away from just doing one stop hand ins. Basically the traditional model is you give them a written assignment, they hand it in two weeks later, you spend two weeks providing feedback and then you give it back to them and then you move on to the next assignment. Many educators and I don’t think they do it on purpose and the students are not bad students and when they get the feedback, they’re not required to do anything with it. So why should they? So only those two or three students that we can’t avoid teaching, they will learn a lot regardless of what you do, they will engage, but most of them, they’re young people, they’re busy. There’s a party going on, my girlfriend broke up. They’ll be instead focusing on that, “Oh, I’ll deal with that later.” So this idea that they’d probably be able to transfer the learnings that I have put into my feedback that I spent such a long time giving them over the weekend or they’ll transfer that to the next assignment. To a large extent, it’s an illusion. It doesn’t happen. But with our platform you can facilitate resubmissions. So you should basically also get away from the idea that an assignment is something a teacher sees only one. It should be more of a ping pong. So you get them to go to a first draft and it’s okay that it’s a draft.

They can ask you questions there, you provide feedback to them on that in the system. Feedback, focusing on how can they improve their text and then they hand in a second draft or a final draft where you can see that my feedback actually have an impact on what they’re doing. So reorganizing written work is also a part of what we facilitate and that’s so necessary because a lot of people are still tied down to pen and paper or word and common balloons and our plugins can work in word, but really our online platform, Edward is much more sophisticated because for a student to get a word document with like 15 common balloons and track changes and so on. It’s really difficult for them to navigate. Where do I start, where do I end? End result becomes most of them don’t do anything. In the Edward platform, what they get is an invitation to a feedback flow and that flow is organized so that they get the most important comments first. They see only one comment at a time in the order organized by their teacher and the system shows that in a split screen view, so you can put much more into the comment, could do a little exercise, you can repeat a little video from your learning materials in there and the system will track how they engage with it and report back to the teacher. Where did they spend their time? And with every comment the student gets asked was this helpful for you? And they just have three smileys and that gets aggregated across students so that they have the teacher gets feedback on his feedback, which of my comments actually worked well and which ones didn’t. And those that didn’t you can tweak a little bit. That’s why we’re here. Actually I’m trying to get into contact with the publishing industry because we can put their content from the learning materials in there into the process of receiving feedback on the written work.

Joe: So it becomes an iterative process. What I had in mind when you’ve been talking, is it like one student who gets his feedback across all classes? Is that possible or is just English, Danesh, German, whatever language?

Jacob: It can be anything. If a school buys in then all teachers can use it across, so you use it with your standard classes. So if I teach that class, I’ll use it with them and they have another colleague who’ll use it, then they get it from them in the system.

Joe: And then I had another question cause, I’m a newly father, it will take a while until my kid is in kindergarten. But I have thing that I had in mind because if the student gets better, is there any function you can tell the parents so he/she can get rewarded?

Jacob: Not at the moment. But I think what I normally do, I have 20 years background as a, as a classroom teacher in a high school in Denmark and I think I know a lot of the frustrations around written work pretty well. Basically there are two frustrations, maybe three. One is the teacher has to provide feedback. It’s actually quite boring. You’re looking at perhaps 50 texts on the same subject. It’s very repetitive, time-consuming. Second frustration is the students have to receive it. And in traditional systems they don’t do that very much. So we’re trying to challenge that. But then there’s the search challenge of does this impact the learning outcome? And I think the best one at assessing that is the teacher. And that’s where it’ll come in. So if I can see, I can document. Okay. They’ve been receiving feedback in my system. Now they’ve invested time in doing a second iteration that spent time and looking at the feedback and I can actually see that the document that they’re now handing in is better than what they used to. Then I have both the data background to say, okay, I can see you did three iterations. I can see you invested an hour and a half. Look, it pays down. I’m getting better texts from you now and writing good texts regardless of what you do is quite important today.

Joe: Yes, it still is. You’re still writing logs and you’re still writing tweets.

Jacob: We’ve never written more than we’re doing now.

Joe: I see. Final question we’ll provide for all the audience down here in the show notes, the links to your website. What are you looking for here in lovely Frankfurt?

Jacob: Well, we got into the content shift program because in the Nordic countries, the digitalization of education started taking place 15 years ago. It’s been more than 10 years since when I came into a classroom I would expect as many laptops as students, wifi being widespread. It was in 2011 my then headmaster made it forbidden for teachers to receive handwritten or printed handins. It had to be digital, feedback had to be digital. So we actually started the company five, six years ago, seven, I can’t remember but we’ve been looking at Germany for quite a while and visiting some schools. But really very often the message was we have to hand in handwriting. There is not much business in selling them a red marker. But now there’s a lot happening in Germany and can feel this stirring that digitalization is about to happen in the general education sector.

We have in the Nordics some solutions with a lot of mileage that we know will work when teachers are working with what we do and also in many other fields. So that’s why we applied to be a part, the content shift to get into contact with the German publishing industry because for us, we really would most like to find here is basically a reseller, someone who already has the client base in the German education sector, the schools administration, whoever’s doing the buying across the different levels of education, who can then bundle our products and sell it as apart and increase their basket size. And we’ll do a spec revenue model. So we’re talking to the publishers about that.

Joe: Well, only thing left for me to say is good luck.

Jacob: Thank you

Joe: All the best. And everybody who would like to learn more, go down here in the show notes. You’ll find a link to your website as well as to the contents of program.

Jacob: Yeah, feel free to contact us. We’re happy to do online demos. See if it’s something for your school or publishing company.

Joe: Great.

Jacob: Thank you.

 

Closing: That’s all folks find more news, streams, events and interviews at www.startuprad.io. Remember sharing is caring

 

By |2020-01-21T17:10:35+01:00October 23rd, 2019|blog|0 Comments

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