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If you (or someone you know) are interested in helping us translate books into Rohingya we would be more than happy to discuss it with you. Once materials are translated we put them up on the site, and then we will offer the books in that language. So any of the schools or classrooms your working with will be able to access them. As a reference this book has the most translation languages:

We have a procedure for doing translations. We need two translators, because the work will need to be proof read for accuracy and the translators will need to be able to access google docs.

You can e-mail me directly to discuss this further if your interested in getting involved.

Hi @Rasal Lia, Thank you for your feedback. To answer your first question. Our software can currently handle as many languages as needed. Our challenge is finding people to on the logistical side, to find people who can translate the books and lesson guides into various languages including less common ones. Ideally we would like to get the content into as many languages as possible, so there is no time delay if a school needs to access it.

To answer your second question: As of right now no, we do not have a way to do testing through our software. We are developing a practical way to analyze and test students in a way thats provides useful feedback to local teachers who are trying to figure out why certain students are struggling, we call this concept an "Interactive Lesson". Here is a quick video that shows the concept:

Hi Ashley,
I hope this answers your question regarding how we design the resources while incorporating feedback from schools.

Yes, unfortunately a lack of physical classroom resources and teacher training resources is a large barrier in education around the world. (This is particularly frustrating in the information age.) We think creating open source/ open access digital tools like can make a significant difference in overcoming this hurdle.

The challenge we address here is meeting the needs of a wide variety of cultures that will access the books. We focus on story topics and informational text with global themes like animals and habitat conservation. We also use levity that promotes inference-making.

In general, we treat the content (books, lesson guides, and videos) with a similar approach to how you build software. Our books and lesson guides can easily be updated or adapted based on “user” (teacher and students) feedback.

The pilot schools are a key part of this process. We get regular video feedback from our pilot schools that demonstrates how books and lesson guides are working in terms of student reading progress in literacy, language, and student engagement.

The main way we are prototyping the courses before we make the content is through our Long Distance Learning (LDL) Sessions. In order to fill in gaps in our existing teacher training courses, we use LDL with the pilot schools. These LDL sessions are essentially video conferences in which a literacy specialist teaches 30+ teachers at the pilot schools using presentations and video clips. We use these sessions as a way to see what types of questions teachers have and which areas of instruction need to be clearer when developing new content.

Another strategy that provides us with detailed feedback is to send volunteers quarterly from Columbia’s Teachers College to the pilot schools in Nepal. The volunteers do workshops and model lessons with students and teachers. This is a way for us to test out new concepts, make observations, get in-person feedback and inspiration from teachers and students on book content and lesson effectiveness.