pearson education homework help

pearson education homework help

The Impact of Pearson Education on Student Learning: A Comprehensive Analysis

1. Introduction to Pearson Education

Pearson is the largest edu-business in the world, supplying educational content and services for higher education, school exam boards, various schools and state systems, professional students, corporate students, and education specialists. Pearson plc is listed on the London and New York Stock Exchanges. It was reported that Pearson made £4,506 million GBP from publication of proprietary works and publishing and other non-textbook material, and £1,340 million GBP from intellectual property, in 2013. The profit before tax of the English-language publishing giant was £500 million. Editorial and publishing costs amounted to £1,280 million GBP. Pearson Education makes 30% of its sales in the US, its next largest single country market is the UK at 5%. This should be the context for evaluating Pearson Education’s activities.

This essay seeks to systematically evaluate the impact of Pearson Education on student learning. In the information age, data and analytics are intertwined in the global economy; a detailed study of an industry leader is paramount to understanding trends and value drivers. Our paper will be subdivided into several sections. First, we start with an introduction to Pearson Education, providing basic facts of the company and its operations. Sections 3 through 7 offer a comprehensive profile on Pearson’s three principal business segments: Global Online Learning, Assessment and Qualifications, and Accounting. Section 8 discusses Pearson’s engagement in EdTech and corporate philanthropy, while discussed in Section 9 are relevant remarks about the modified report.

2. The Role of Pearson Education in Modern Learning Environments

However, closely related to this perspective, and the influence of Pearson Education, is the growth of the practice of learning outcomes in learning and teaching, which can be seen as realizing a move to ‘measuring what matters’ in education. This is a central feature of many modern learning environments. Additionally, Pearson publishes its own research, indicating a commitment to placing Pearson at the center of educational ‘rigour’. There are models that suggest it can inform plausible reforms that will benefit society, and in this talk, I will put forward an outline of how ‘measuring what matters’ appears for the individual.

The educational publisher, Pearson Education, has established itself as an influential presence in many learning environments. One might well ask, what do we know about its influence on student learning? Or, how might its mandate ‘to help people make more of their lives through learning’ realize itself? At the same time, recent public debates express serious concern about the near exclusive influence of Pearson Education on student assessments, which seems bereft with serious conflicts of interest. The high stakes of these tests – as in the case of the edTPA for teacher education students – and their exclusive relationship to Pearson, as well as their growing use in multiple countries, which appears to speak to the potential of skimming the cream of the knowledge economy could lead to a fairly cynical, market-based conclusion.

3. Assessment and Feedback in Pearson Education Platforms

5.1. Assessment Methods Auto-marked quizzes can be used for multiple-choice, multiple select, or short-answer question formats, which can be used to assess either the conceptual understanding of technology-related units or cyber security-focused multiple-choice knowledge-based questions. Note, to assess spelling and grammar short-answer questions with a ‘human-in-the-loop’ marker is employed. The mark is released after the manual marker has been employed to release the answer. Short essays are evaluated using the Markin (a lightweight, standalone Windows application), which aids the psychosocial aspect in marking (faster and an ergonomically superior Human-Computer Interaction), and teachers can mark offline if desired. Quizzes, formative and summative in nature, have automated feedback based on the students’ approach to the question: Right; Right with Feedback; Re-check; and Wrong.

Pearson Education platforms feature a mix of assessment methods depending on the learning outcomes being showcased. Functionality to leverage complete spec in computing design is tested through tests and assessments in auto-marked quizzes, manual markers reviewing artifacts, and methodical log evidence in process portfolios. This makes certain that the assessment is sound and results are trustworthy. Assessment is integrated into the course, making it as simple and unobtrusive as possible for students. More than 30 Pearson Education assessment iterations have been held using these platforms across multiple units and campuses.

Pearson Education platforms feature code evaluators, test environments, and are characterized in the operational dimension as authentic learning platforms—ensuring functionality of the assessment activities. Criteria related to assessment entail availability to the student, ease of access, and functionality conducive to adequate student output demonstrating protocol-related concepts and tasks have been successfully executed. Uptake of these assessments on a variety of devices, operating systems, and browser software ensures accessibility.

4. Challenges and Opportunities for Student Learning with Pearson Education

However, it is not Pearson’s black hat alone that our critical analysis, therefore, requires. Pearson Education’s might be considered for its white hat potential-that is, we might consider what it might offer for student learning and conditioning. If, as is often said to be the case at Muhlenberg, we consider liberal arts goals as being about less what you know, more who you are, then the liberal arts education must do some forming. It requires processes. As educators, we must find ways to cultivate habits of mind, dispositions, skills and capabilities which encourage critical and executable approaches to problems rather than simply domain knowledge centered on static content accumulation. Pearson Education might begin to help that along. If one premise of Pearson Education’s online modules is, in fact, more a Bourdieusian disposition toward operationalizing perception of the game, this may do a sort of internal pedagogical work of another kind. Pearson Education assumes our students can be led with the right prod by the right carrot. The real question for educators interested in Pearson is not about the modules and their use by admissions officers and potential clients on the website, but whether they can help or harm our declared goals for who our learners might become.

One challenge posed by adopting Pearson Education as part of the classroom experience, developed mostly with Anne Hauer’s analytics in mind, is how ready students are for the datafied assumptions Pearson Education makes about them. For Hauer, the three goals faculty have when using analytics are: to create a shared information base, conduct predictions, and trace out causal models to influence the future. These assumptions seem to operate from a risk management perspective, focusing on how to steer students away from capacities in doubt about impact and toward those which will result in predictably desirable terminal outcomes for majors and markets. In many instances this is in direct contradiction to prioritizing a liberal arts education, an education-designed institutionally speaking-to prepare subjects for the conditions of a World War II recovery economy largely irrelevant to majors. At this stage of the analysis, I am asking what Pearson Education can do for analytical processes and the students whom such processes would treat.

5. Conclusion and Future Directions

5.2. Future Directions A key observation to make here is how we see Pearson Education changing in the future: will it remain a business in continual growth with a global authority involved in political decision-making? Or will it experience perhaps a saturation point whereby people begin revolting against digitalisation, whereby the possible money and time saved on such product software devices is apparently maladaptive in learning terms? We believe that Pearson is influential and rich enough to continue for at least the next decade, and push out and acquire smaller competitors. But if personability is as important as we believe, we forecast that digitalisation of the personable face-to-face universities will eventually plateau.

5.1. Conclusion In sum, this has been a comprehensive analysis of Pearson Education: defining its background and aims, comparing its cost-effectiveness and implications, and evaluating the cultural and policy changes surrounding the Pearson product devices. In conclusion, our study has revealed that Pearson Education is seemingly beneficial and cost-effective for guidebook students and the company despite its radical implications for the teaching profession, especially as teacher-oriented knowledge is circumvented as a way to learn in a student-led, consumer society. A dramatic shift is occurring educationally and economically: from a focus on educating objective citizens full of character, ethics, and revulsion of inequality; to producing in series the capitalist workers, complacent, self-oriented individuals brimming with a modicum of skills and deeply pitted inequalities.