Charles Dushek of Global Children’s Opportunities Association

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Charles Dushek of Global Childrens Opportunities
Association

• Charles Dushek of Global Childrens Opportunities
  alliance, a non-profit humanitarian
  Organization, presents
• Children Learning to Read to Learn.
• Charles Dushek is the Thought Leader of Global
  Childrens Opportunities Alliance in the creation
  and development of new Vision Projects focused
  on bringing positive transformations in
  Education, School construction strategies,
  Remedial orthopedic healthcare, Employment skills
  training, PC IT literacy to children of the
  developing world and US inner cities.
• Our Systems are Vision Projects to enable and
  deploy innovative programs that positively
  transform living conditions, internal food
  supplies, literacy education and healthcare. This
  is what we do at GCOA!
• Global Childrens Opportunities Alliance (GCOA)
  is an incubator of revolutionary Vision
  Projects that are early-stage innovations in
  developing more efficient and richer child
  education programs more productive efficient
  concrete construction systems for rural area
  schools, clinics community buildings creation
  deployment of orthopedic aids for child
  ambulatory impairments, Ag industrial training
  skills for youth young adults.We are seeking
  and inviting your valued comments, concerns and
  strategy input to share with the volunteers
  within GCOA.
• Please read the following post by GCOAs
  Executive Director and Thought Leader on the
  Vision Project Children Learning to Read to
  Learn and submit your commentsThank you!.
• Children Learning To Read To Learn Educational
  System
• Project Topic  An IT based childrens education
  system that teaches early-age (From age 5 and
  older) reading and general knowledge
  learning/achievement utilizing an interactive
  self-taught teacher supervised software platform
  and iTablet Touch/View/Audio delivery
  technology.  The process of learning to read is
  interfaced with general knowledge learning via
  animated digital picture/action visual stories
  that correlate to the text of the story-telling. 
  Similar to an encyclopedia word/term
  explanation utilizing animated action moving-
  picture story illustrations in conjunction with
  text word story/definition explanations.

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• Project Overview
•  
• We are in an early development stage of an
  educational system, which is a Learning to Read
  Knowledge Learning software platform that
  utilizes the iPod or an iTablet as the personal
  computer for child student user deployment.  We
  believe this can be a revolutionary system for
  the developing world rural communities and
  villages and for inner city developed country
  settings that can teach any child to read of any
  cultural origin and where the child can speak any
  language that has a written script form for
  printing and/or recognition on an iTablet touch
  screen.
• To date, we do not have an awareness of any
  like-kind product or system that uses an 
  iTablet wireless device to offer
  individual-student self-taught reading
  instruction that combines with general knowledge
  topics learning skills as an integral part of a
  learn-to-read process.http//www.leapfrog.com/en-u
  s/about-us/indexhttp//www.hewlett.org/programs/gl
  obal-development-population/quality-education  
  Programmers and digital animation artists have
  confirmed ability to develop and produce the
  technical digital video elements or processes of
  this system. GCO has engaged university graduates
  that are digital animation majors to develop the
  animated moving-picture story-boarding, for
  story illustration and story knowledge content. 
  Other collaborative advisors listed at the end of
  this overview contribute expertise in literacy,
  IT equipment, software programing, education
  industry, story boarding and related topics.
• In essence, the combination of the child learning
  to read via the iTablet screen display of the
  text of the story has a knowledge learning value
  as the child reads words, and the moving picture
  illustrations of Characters, Objects and
  Background Scenery in action Combines to teach
  both reading Skill and Topic-Matter Knowledge
  achievements.
• The learning system utilizes the iTablet that has
  a touch screen display/keyboard.  The process
  involves the display of progressive animated
  childrens story picture settings (story book
  pages) on top of screen page with the story
  line in word text underneath on screen page that
  the child reads to the iTablet via an Ear Buds
  Mic Boom rig connected to iTablet via wire or
  Bluetoothsimilar to the child reading a story
  book aloud.   Each story title can have about 30
  pages of different scenes with 40-60 words per
  page that describe the Topic-Matter on each page
  and the action taking place.  The full sequence
  of 30 scene pages is the entirety of the story as
  laid out through 30 different, yet related
  scene-settings.
• As the child starts to sound out the words in
  sentences that explain the story in the picture,
  the iTablet is listening, the story picture
  animates (See example  http//www.mattegler.com
  /  from  http//www.fullsail.edu/  to live 2-D or
  3-D action being driven by correct pronunciation
  of each child-spoken word(s), which the iTablet
  is listening to and judging the childs
  phonetics (child wears Ear-Buds w/Mic-Boom to
  lips).  The story animation visually illustrates
  what the story-text subject matter is describing
  by showing function and movement. 

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• The iTablet software will coach the childs
  pronunciation/phonetics with correct word
  response dialogue in whatever language that is
  selected for the story narration/presentation
  text.  Successful phonetic child reading of the
  story lines drive the picture/scene animation
  progression process.  When child stops reading
  the story stops or pauses in its animation
  movement.  There would be some buffering to
  soften the Stop-Pause-Start animation action on
  the display.
• Child Learning System Objectives
•  
• The objectives of the system are to teach
  integrated reading knowledge learning skills
  phonetics, speed of reading, word meaning context
  (i.e. To, Too, Two, TuTu, so, sow, sew), proper
  phrase sentence construction, colors
  recognition, scenic backdrop recognition ( i.e.
  Sky, Sea, Forest etc.) and numeracy math skills
  of counting, addition, subtraction,
  multiplication and division.  At end of each
  learning-story book session, a comprehension test
  is given.  Multiple choice audio-response
  questions are asked by the iTablet covering the
  story of about 30 pages and having about 40-60
  words per page.  The student states audibly what
  he/she feels are the correct choice answers.  The
  testing is for general story memory, cognitive
  skill, and critical thinking about choices the
  child would make based upon the subject matter of
  the storyi.e.,  What is Right/Wrong, Good/Bad,
  Pretty/Ugly, Fast/Slow, Fun/Sad.Upon start of
  the child beginning to read, it would be a good
  idea if the child were able to name the
  character.  If this is possible, the child would
  be more engaged into the story as they would feel
  more connected to the character as theyve had
  some input into the story.Every child progresses
  at his/her own pace.  There is an ease of
  teaching/learning to read in multi-languages
  because the story themes are about general life
  experience situationsvirtual reality.  The story
  themes are multi-cultural and can have Christian
  or Secular basis with moral philosophies.  Ideal
  learning stories embody day-to-day family and
  community life, cognitive problems and reasoning,
  numeracy calculations, and critical thinking.
• Technology Elements
•  
• The iTablets interface wirelessly with USB Wi-Fi
  plugin stick to connect to a local PC wireless
  modem Server within the local school community or
  classroom that is recording all child reading and
  test performance data, per individual student,
  and compiles applies a student performance
  grading table.  The teacher is enabled via the
  students database file to clearly understand both
  above average and below average literacy skills
  in pronunciation, reading speed, general
  comprehension, cognitive memory, and thinking
  right critical thinking decision skill of each
  student.  The helps teacher to target remedial
  help on which student skills need attention.

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• This system can be economically developed for the
  children of the developing world or for developed
  country inner city distressed communities.  All
  the programing essentials are Widgets or Plugins
  that are widely used today across all kinds of
  interactive web sites and voice-activated
  knowledge recording IT platforms. 
• Software development is comparable to current
  web site design templates of assembling/interfac
  ing already developed elements or
  componentswidget plugins.  We need a volunteer
  Project Leadership Role Individual to define all
  the IT operating elements of the reading/learning
  platform that ties all the functionality
  together.  All the iTablets are wirelessly
  connective to local community/school server (LAN)
  and used or refurbished Servers and iTablets are
  typically free as donations of earlier generation
  tablets servers in the US marketplace, or at
  very low cost refurb prices.
•  Next Steps
•  
• Next steps in the development process are
  interviewing many developing country youth-child
  educators to learn what is needed to enhance the
  literacy educational process.  We have recruited
  graduates of http//www.fullsail.edu/, see list
  below, who are expert and visionary in digital
  artists and programmers for story construction
  and animation.
• We need more precise understanding of the unmet
  needs, dissatisfactions and problems of currently
  deployed learning to read to learn courses and
  system parameters that are being offered via
  manual textbook instructional settings.  The
  Project is to convert, support or transform
  manual printed book based reading/learning
  systems to the iTablet program as discussed
  above.
• The goal of this Vision Project is to structure
  an IT based reading learning educational
  platform requiring minimal teacher system
  training orientation, create rich feedback in
  child reading/learning uptake performance
  statistics, identify and correct child learning
  deficiencies across a ratings spectrum of
  pronunciation, reading speed, comprehension,
  broadness of subject matter knowledge, numeracy
  and critical thinking skill.
•  

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• Please add your comments to this Blog Post. 
• Thank you.
• Chuck Dushek
• Executive Director
• Email ChuckDushek_at_aol.com
• Phone USA  630-456-2315
• List of project collaborative advisors
• Phillip Sweeney   Non-Profit CFO
• David Spencer   Sr Director of Learning
• Katie Butterfield   Reading Specialist
• Max Calderon   Character Animator
• Dremond Tanic   Animator
• Asha Bishi  Digital Animator
• Ali Wamahiu  Digital Design
• Michele Hoekstra  Literacy
• Justin Francis   Character Animator
• Dean Patton   Character Animator