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willing to help prepare their kids, if only they had a better idea of how to go about it. Immersive Learning for Children sends parents a series of short emails with a brief rundown of a “lesson” and links to videos explaining and demonstrating ways to work with their child (see sidebar). “Most parents want to do this, but have they learned what they should be doing?” Atkins asked. “Most are open to it, and the easier it is the higher the likelihood that they’ll use it.” That sentiment was echoed by Zielaski, who saw parents realize what they were capable of right before his eyes. “You’re freeing parents from this false reality that they don’t have the skills to positively impact their children’s educational future,” he says. “We literally saw it in front of us at Missoula County Public School pre-K activities as we watched a wave of emotions come over parents when they realized what they could do.” As the company gets its feet underneath it, reading will be the primary focus, but Atkins says he hopes to add beginning math and even social behavior lessons at some point. He wants to prepare young students as well as possible not just for kindergarten, but for the rest of their lives. V Vision 2016 29 The name Immersive Learning for Children belies the primary target of its email-based lessons: parents. Emails from the Montana startup introduce parents to a simple concept like connecting spoken words to printed words. A few short Web videos outline the concept and suggest potential activities and strategies to help connect with the young child. The emails are brief – “We’re trying to make them even shorter,” says company co-founder Trent Atkins – and in addition to the core lesson text and videos, the emails also include a list of links for free apps and Web resources for multiple platforms and devices. The online nature of the content means that Internet access is a prerequisite for the outreach to work, and while Atkins acknowledges availability isn’t universal, the email method is rooted in simplicity. “We asked ourselves how you make it as accessible as possible, and the fact is that most people now have smartphones,” Atkins says. “If they don’t have a smartphone, they probably have a computer or other device at home, or at the very least, they’ve got access to a public library.” The no-nonsense short videos and lack of fancy graphics matches the emails’ intent, which isn’t to pull kids or their parents into additional screen time but to get them engaged with one another to work on simple, entertaining lessons wherever they are. “It’s really a digital tool to help create an analog connection between parents and children,” Atkins says. SHAPE-P20 Foundation Helps Business Launch As the idea for Immersive Learning for Children was getting off the ground with a business plan, launch strategy and the million things required to get a business going, there was one considerable hang- up: Without the short videos that had been used for free in a research environment, the company would be underwater right from the start because of the steep costs associated with making video content on their own. The videos were produced for a series called Building Blocks for Literacy by the Stearn Center for Language and Learning, a foundation in Vermont. The center had agreed to their free distribution during research Atkins conducted as part of SHAPE-P20, a wide-ranging initiative between UM and the Missoula County Public Schools to take a holistic look at education from preschool to the doctoral level. The Montana program is supported by the Dennis and Phyllis Washington Foundation and counts developing community and family investment in education among its goals. “A big part of the business’s viability was finding out whether the Stearn Center would be open to some kind of profit-sharing arrangement,” Atkins says. “As it happened, it was our heavy involvement with the Washington Foundation that helped convince them to do it.” The nature and scope of SHAPE-P20 also helped foster a unique environment in the education college that then-graduate student Daniel Zielaski credited with his unique graduate school experience, culminating in a partnership at an education technology startup, as well as a collegiality that’s hard to come by. “When SHAPE-P20 was taking off, there was an environment where people were invested in one another’s success and at the highest levels of leadership there was help to build out a set of projects that melded departments together,” he says. “I can’t help but think that’s why SHAPE-P20 was successful and will probably continue to be so, and why Immersive Learning for Children was born out of that project.” As the UM liaison for SHAPE-P20, Atkins has been closely involved with the project’s efforts, including research into the creation of assessment tools for pre-K students where he met with focus groups of kindergarten teachers and got a close look at what those educators hope to see when a child begins his or her formal education. The resulting assessment showed him that many of the young students coming up short on certain benchmarks could derive huge benefits from some relatively simple guidance at home in the months before they start kindergarten. “I work from the principle that something is better than nothing, and even though an assessment is just a snapshot of a kid’s knowledge, we can create tools to help parents help their kids,” he says.PDF Image | Carbon Vision 2016
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