Qm and online learning are at the beginning stages of becoming more popular. Here’s why.
What Is Qm And Online Learning
by Matthew Penzler
Qm, the web-based Harvard Advanced Placement course, would be impossible without the millions of faculty members who produce our edu-world. You’re reading it. But now, in partnership with an idea from an MIT professor, the online world and its educators can join forces to address three issues:
3. What do educators want from educators?
The education company Khan Academy has made it possible to determine and watch teachers in action, and one important product of their foundation has been a patent-pending “Theory of Knowledge” software. We can now stitch together elements of this technology into a test that we can share with teachers and students alike, and with those educators seeking help in creating independent learning.
The “Qm Exam Framework” (PDF) is a carefully constructed rubric that unifies edu-learning concepts in one location and then tests them with some object-based assessment. It’s easy for teachers and students to “construct” (to elaborate on) and test the questions through web-based game design tools. We now believe that we can offer a kind of cultural synergy and real-world analytics that bring together the cutting-edge capabilities of edu-learning with the new business-world realities of multiple platforms and institutions.
The algorithm that makes up this rubric is a working, functional way of deciding what questions to ask and what kinds of (responsive) evidence to look for when answering questions. It’s like a rote-learning game for the mind. That’s why it’s called a “Qm Exam Framework.”
We are collaborating with an experienced leader in the digital learning space, Steve Lehrfeld, to create a Qm edu-learning framework to be the “gold standard” in our industry. We already have the initial question and answer questions ready, and the framework integrates the powerful product called “Theory of Knowledge.” We can now test in real time what concepts students learn and how they learn them. While key elements of Qm’s exam framework can also be easily developed and used in multiple edu-learning platforms, our partnership with Steve provides an immediate and thorough way to assess the common conclusions we bring to our marketplace.
Having this broad “benchmark” of what students, teachers, and students actually learn aligns us with our desire to engage with educators and providers in making better choices about how we create new forms of curriculum, in creating new kinds of learning, and in teaching the students we serve.
The idea to offer an online assessment built on the Qm exam framework arrived at the site out of the blue, and we had nothing to do with it. We only discovered that the idea of edu- and multisite providers collaborating on a single system was a practical possibility when we received a note from Steve Lehrfeld. As a classroom teacher who is also a charter school’s founding board member, he suggested that we and other stakeholders in online learning be part of the informal education industry group that he’s forming in the online space, and he encouraged us to participate. Now we have formed a Qm LLC and plan to execute against his vision, and we’re excited to be offering what we believe is the first edu-based measurement of a comprehensive way of defining the definitions of what students and teachers actually learn.
This post is part of a series produced by The Economist to mark the 40th anniversary of Socratic Method by Paul Virile, M.D. The series also includes posts from VentureBeat about (1) third-party innovation, (2) how Americans overestimate their understanding of computer science and math, and (3) innovators developing applications for AI. For all three posts, see here.