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Building Better Reading - Published Papers

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Building Better Reading - Agenda - Skoll World Forum 2022

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Building Better Reading - Resources - Skoll World Forum 2022

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"Readability Research: An Interdisciplinary Approach" is now available on arXiv!

"Readability Research: An Interdisciplinary Approach" is now available on arXiv, an archival preprint service. Twenty-eight different authors - from around the world and across many disciplines - collaborated to author a 60+ page intro to Readability research toward the goal of accelerating best practices and methodologies.

The authors welcome your suggestions on this preprint while the paper is in review.

A special thanks to Dr. Zoya Bylinskii for her vision and leadership in producing this collaborative work and to the editorial team, Zoya along with Dr. Ben Sawyer and Dr. Benjamin Wolfe.

The full paper is available here: https://arxiv.org/abs/2107.09615

Readability Research: An Interdisciplinary Approach

Sofie Beier, Sam Berlow, Esat Boucaud, Zoya Bylinskii, Tianyuan Cai, Jenae Cohn, Kathy Crowley, Stephanie L. Day, Tilman Dingler, Jonathan Dobres, Jennifer Healey, Rajiv Jain, Marjorie Jordan, Bernard Kerr, Qisheng Li, Dave B. Miller, Susanne Nobles, Alexandra Papoutsaki, Jing Qian, Tina Rezvanian, Shelley Rodrigo, Ben D. Sawyer, Shannon M. Sheppard, Bram Stein, Rick Treitman, Jen Vanek, Shaun Wallace, Benjamin Wolfe

Readability is on the cusp of a revolution. Fixed text is becoming fluid as a proliferation of digital reading devices rewrite what a document can do. As past constraints make way for more flexible opportunities, there is great need to understand how reading formats can be tuned to the situation and the individual. We aim to provide a firm foundation for readability research, a comprehensive framework for modern, multi-disciplinary readability research. Readability refers to aspects of visual information design which impact information flow from the page to the reader. Readability can be enhanced by changes to the set of typographical characteristics of a text. These aspects can be modified on-demand, instantly improving the ease with which a reader can process and derive meaning from text. We call on a multi-disciplinary research community to take up these challenges to elevate reading outcomes and provide the tools to do so effectively.

Keywords: reading, text, document, information processing, typography

1. Introduction

Readability (Fig. 1) is a growing focus because reading has fundamentally changed (Fig. 2). The amount of reading content available today is more than has ever existed, and it grows at an ever-increasing rate. The pressure to ingest vast quantities of information quickly has never been greater. Additionally, reading content is distributed across highly variable publishing platforms, which has changed what and how we read. The wider commercialization of smartphones, e-books, and lightweight laptops over the last 15 years have diversified where and when we read. Now more than ever, improving the modern reading experience has enormous practical and societal significance.

Modern reading is digital, and this has introduced a fundamental paradigm shift. To date, authors, publishers, and designers have been in control of the reading experience. This is no longer the case as evidenced by the multitude of device types, screen qualities, and software settings available to the reader. Depending on the technologies we use, we - the readers - can gain control over font size, screen polarity, spacing, font choice, and other formatting choices. Amazon's Kindle, Apple's iBooks, Microsoft's Immersive Reader, Adobe's Liquid Mode, and modern web browsers all provide some of these controls. Because our devices are always with us, we now grab bits of reading here and there (Wolf, 2018): some of us check social media, others their news feeds, and still others their ebooks, news apps, or PDFs for class or the next meeting. Increasingly, we read in interludes, and with frequent interruptions, a considerably different form of reading than sitting down at length with a novel or newspaper. Existing research on reading has concentrated on fixed-format pages - either books or electronic facsimiles of books like PDFs. Recent studies indicate that we may be on the cusp of dramatically changing the way people read - making it much easier for struggling readers to read and for good readers to read even more efficiently by changing and, more significantly, personalizing the readability of the text. Indeed, the authors have seen children, both good and struggling readers, become more fluent with customized text formats (Crowley & Jordan, 2019a; Crowley & Jordan, 2019b) and adult readers add as much as 10 pages an hour when optimizing digital text for personalized reading (Wallace et al., 2020a; Wallace et al., 2020b).

Readability encapsulates those properties of a document that determine the ease and success with which individual readers decipher, process, and make meaning of the text read. While this may involve aspects of the document's content, structure, or layout more generally, our focus in this paper is on the typographical features of the text, which includes font choice, size, spacing, and related attributes. Many of the methods discussed here may nevertheless apply to studies of document readability more generally. By moving away from printed, and therefore fixed, text, readability is being fundamentally changed by digital text and the customization options that come with it. Readers - young and old, proficient and struggling - all stand to benefit immensely from having control over the format of the text that they read. Rather than a one-size-fits all, there is an opportunity to individuate for the reader and the reading context.

This new direction is a green field and needs new methodologies, tools, and approaches. The authors have been building these tools and methods over the last few years and will use this paper to share them with the greater interdisciplinary research community. In this pivotal moment, the future of readability is in the hands of a small group of present-day stakeholders.

This paper is intended as a practical foundational resource for growing the readability stakeholder community. The subject matter requires an integrated interdisciplinary approach, and correspondingly, the authors of this paper include vision scientists, technology experts, educators, designers, typographers, and data scientists; together, we represent voices from academia, tech industry, and non-profit institutions.

This paper is written for anyone interested in pushing the state of readability research: scientists, practitioners, educators, tech companies, type designers, policymakers, and engineers. Our goal is to share our methods and tools with the greater community in hopes that together we can advance the state of the research and make readability better for all.

... See the full paper on arXiv here: https://arxiv.org/abs/2107.09615

About arXiv: arXiv® is a curated research-sharing platform open to anyone. As a pioneer in digital open access, arXiv.org now hosts nearly two million scholarly articles in eight subject areas, curated by our strong community of volunteer moderators. arXiv offers researchers a broad range of services: article submission, compilation, production, retrieval, search and discovery, web distribution for human readers, and API access for machines, together with content curation and preservation. Our emphasis on openness, collaboration, and scholarship provide the strong foundation on which arXiv thrives.

Operations are maintained by the arXiv Leadership Team and arXiv staff at Cornell University.

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"Readability Research: An Interdisciplinary Approach" is now available on arXiv, an archival preprint service. Twenty-eight different authors - from around the world and across many disciplines - collaborated to author a 60+ page intro to Readability research toward the goal of accelerating best practices and methodologies.

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Track 2 | Implementation for Education Use

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Track 2 | Implementation for Education Use

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Readability Ecosystem Experts in Session - Skoll World Forum 2022

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fonts.google.com/knowledge/topics/variable_fonts

design.google/library/variable-fonts-are-here-to-stay

web.dev/variable-fonts

material.io/design/typography/understanding-typography.html#readability

YouTube → “DETI Keynote Dave Crossland: The Use of Variable Fonts in Google's Branding Typography” youtu.be/yJE8wkNif5I

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To achieve this, The Readability Consortium will research and re-engineer Readability, making designers and readers alike ready for our information-intensive digital future.

Our membership steers collaborative research, the creation of open-source tools for the growing readability community, and the development of big data around digital reading.

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To achieve this, The Readability Consortium will research and re-engineer Readability, making designers and readers alike ready for our information-intensive digital future. Our membership steers collaborative research, the creation of open-source tools for the growing readability community, and the development of big data around digital reading.

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https://www.adobe.com/corporate-responsibility/readability.html

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We build better reading. Our mission is to engage an ecosystem of partners to deliver personalized reading environments, empowering everyone to achieve more

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Connect with the Ecosystem - submit your ideas or sign up for more information here:

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Connect with the Ecosystem - submit your ideas or sign up for more information here:

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https://readabilitymatters.org/skoll-world-forum-2022-ecosystem-event-connect

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Track 3 | Implementation in Tech Tools and for Business Use

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Track 3 | Implementation in Tech Tools and for Business Use

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Personalized Reading Formats Make Better Readers

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Download it for free.

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Track 2 |  Implementation for Education Use

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Track 2 |  Implementation for Education Use

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Link back to main page: https://padlet.com/ReadabilityMatters/4i80o0yn9vxn5gy2

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Building Better Reading - Agenda - Track 2

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Plain language/clear language movement:  

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Plain language/clear language movement:  

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Information Status

We are currently revising content on plainlanguage.gov, including the federal guidelines, training materials, and other online resources. We've temporarily paused accepting training requests until after this update is complete. We hope to resume training later in the fall 2023.

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Plain language makes it easier for the public to read, understand, and use government communications.

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Article: Removing Barriers to Bring Joy Back to Learning

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Article: Removing Barriers to Bring Joy Back to Learning

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Literacy and Student Engagement: Removing Barriers To Bring Joy Back To Learning

Michael Hernandez

As a student, I hated reading. I was-and still am-slow at it, and every story, textbook and essay I had to read was a struggle that took much longer than it did for my peers. Even though I was curious and liked to learn, reading-and the grades that came from reading assignments-were discouraging, and impacted my love of learning. Rather than being a joyful experience that made me hungry to learn more, reading became an unwelcome chore, and a barrier to becoming a lifelong learner.

Many students come to reading with similar struggles, and when 85% of school curriculum is based on reading, it can be a major obstacle to student engagement and success. As discussed in a Readability Matters' whitepaper Reading Needs Its Next Gutenberg Press, a child's reading ability is a key indicator of academic progress, as well as their social emotional wellness, motivation, and engagement.

A Gallup poll tracked a steady decline in student engagement, going from 74% in 5th grade to 34% in 12th grade, raising the question of how to best solve the engagement slide to boost student learning and future success.

There are many potential reasons for this slide, including increased academic demands, biological changes in students, and social and economic pressures. It's up to educators to reverse the engagement slide, and remove any barriers to learning that we can so that students can focus on using ideas and skills in our curriculum rather than fighting to simply understand information. There are many strategies educators can use to turn this around, including challenge-based or project-based learning. This type of learning experience has been embraced by many educators to engage students because it allows room for student choice and ownership of learning, while providing purposeful experiences that connect with students' lives.

This type of curriculum relies heavily on reading, where students conduct research, collaborate with peers, report their findings, and reflect on their learning. In each of these activities, having a positive relationship with text removes barriers to success, specifically in terms of comprehension. Research has found that reading comprehension is greatly impacted by a variety of factors, including font style and size, line spacing, and character spacing, and also that these settings are unique to the reader-what works for one student may not work for the next.

Unlike printed materials, digital texts-websites, PDFs, ebooks, etc.-have the potential to be customized by the user. Now that many schools use digital texts, there is a new opportunity for content providers to add text personalization features to elevate student literacy and engagement.

This is especially true for challenge-based learning experiences that require students to conduct research unique to their specific project, often from digital sources, beyond textbooks or other one-format-fits-all school-selected texts. That means that if educators want to leverage enhanced literacy rates from customizable digital texts on every conceivable resource, it would require a systemic change, and the adoption of a universal standard for digital text publishers and platforms.

Some tech companies are already at work on such a solution. Adobe has integrated customization features for text into their PDF reader, Acrobat, with a feature called Liquid Mode. But a universal standard has yet to be adopted by EPUB or HTML standards committees.

Helping our students become lifelong learners and engaged citizens begins with making learning enjoyable and meaningful. Using customizable digital texts helps students focus on the excitement and the joy of learning, rather than the struggle of reading.

About Michael Hernandez Michael is an award-winning teacher, author and consultant. He is an Apple Distinguished Educator and Lindblad Expeditions/National Geographic Grosvenor Teacher Fellow. Follow him on Twitter at @cinehead and at www.michael-hernandez.net

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Literacy and Student Engagement: Removing Barriers To Bring Joy Back To Learning

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Michael Hernandez As a student, I hated reading. I was-and still am-slow at it, and every story, textbook and essay I had to read was a struggle that took much longer than it did for my peers. Even though I was curious and liked to learn, reading-and the grades that came from reading assignments-were discouraging, and impacted my love of learning.

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Pew Research Center: Internet, Science & Tech

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MORE FACT SHEETS: INTERNET/BROADBAND | SOCIAL MEDIA

In contrast to the largely stationary internet of the early 2000s, Americans today are increasingly connected to the world of digital information while "on the go" via smartphones and other mobile devices. Explore the patterns and trends that have shaped the mobile revolution below.

Mobile phone ownership over time

The vast majority of Americans - 97% - now own a cellphone of some kind. The share of Americans that own a smartphone is now 85%, up from just 35% in Pew Research Center's first survey of smartphone ownership conducted in 2011.

Who owns cellphones and smartphones

A substantial majority of Americans are cellphone owners across a wide range of demographic groups. By contrast, smartphone ownership exhibits greater variation based on age, household income and educational attainment.

Pew Research Center

Ownership of other devices

Along with mobile phones, Americans own a range of other information devices. About three-quarters of U.S. adults now own a desktop or laptop computer, while roughly half own a tablet computer.

Pew Research Center

Smartphone dependency over time

There has been a steady decline of those who use smartphones as their primary means of online access at home in recent years. Today, 15% of American adults are "smartphone-only" internet users - meaning they own a smartphone, but do not have traditional home broadband service.

Pew Research Center

Who is smartphone dependent

Reliance on smartphones for online access is especially common among younger adults, lower-income Americans and those with a high school education or less.

Find out more

Find more in-depth explorations of the impact of mobile adoption by following the links below.

Mobile Technology and Home Broadband 2021 June 3, 2021
Digital divide persists even as Americans with lower incomes make gains in tech adoption June 22, 2021
Some digital divides persist between rural, urban and suburban America August 19, 2021
Americans with disabilities less likely than those without to own some digital devices September 10, 2021

All reports and blog posts related to mobile technology.

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MORE FACT SHEETS: INTERNET/BROADBAND | SOCIAL MEDIA In contrast to the largely stationary internet of the early 2000s, Americans today are increasingly connected to the world of digital information while "on the go" via smartphones and other mobile devices. Explore the patterns and trends that have shaped the mobile revolution below.

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Reading is integral to learning, and over the past 30 years, technology has dramatically changed how students read. With Liquid Mode in the Adobe Acrobat Reader mobile app, it's easier to read digital documents on mobile devices. Liquid Mode uses AI to reformat PDF documents while also giving readers the power to adjust font size and space to create a custom reading environment.

Alongside researchers at University of Central Florida (UCF), the nonprofit Readability Matters, and Google, Adobe recently launched The Readability Consortium to explore technologies, tests, and tools that will help individuals maximize readability. By helping students discover their best readability settings, the Consortium aims to make reading a more enjoyable experience for students, improving comprehension and learning.

Today we would like to introduce a few pilot programs and research from the education world that demonstrate some of the potential benefits of using Liquid Mode to improve readability.

Making a 200-page manual easier to read

Maryland's Frederick Community College (FCC) provides a diverse range of affordable and flexible learning opportunities to all types of students. Many adult learners benefit from FCC's Bridge to Careers courses, which combine occupational training and workplace readiness skills with English for Speakers of Other Languages (ESOL) courses to help students thrive in new careers. Students in these courses come from diverse backgrounds. Some are new immigrants while others have been in the United States for a decade or more. The learners' communicative abilities across the four language domains - speaking, listening, reading, and writing - varies.

Course instructors sometimes struggle to bridge the diverse reading levels within the classroom to engage all students with critical texts. When designing the curriculum for Bridge to Commercial Driver's License (CDL), a course for students aiming to become commercial drivers, ESOL instructor Rachel Riggs thought that Liquid Mode might be a good way to make complex texts more accessible to the adult students.

"I had heard about Liquid Mode through the EdTech Center at World Education, and it seemed like an interesting fit to pilot in the Bridge to CDL course," says Riggs. "The commercial driver's license manual is a 200-page-long PDF document. Liquid Mode reformats the manual to display much more naturally on small smartphone screens, allowing students to study on the go."

With Liquid Mode, students no longer need to spend time pinching and zooming on their phones and scrolling around the document. Instead, all of the text flows smoothly. Students can easily change font size or adjust spacing, making the document even easier to read with clear and crisp letters. Intelligent outlines and search functionality helps students to find relevant sections much faster.

One student described how she would study the manual on her phone while her husband drove, taking advantage of every spare minute in her busy day to advance her education. Another commented that using Liquid Mode allowed him to jump directly to the section the instructor had assigned, making reading on their phone more accessible and less time consuming.

Now a part of World Education as a digital learning specialist, Riggs is excited to promote Liquid Mode, particularly for the diverse population of adult learners. "Programs that work with a lot of PDF documents will likely find Liquid Mode to be very useful," says Riggs. "In adult education, we see a large range of skills with culturally, linguistically, and academically diverse learners in particular. I'm very interested to connect Adobe with more educators to see how technology can help address accessibility and equity for adult learners and educators."

Exploring personal reading settings for ESL students

Jolee Mosher works with learners from around the world for her Academic Speaking and Listening class at St. Paul Public Schools. The course focuses on self-exploration and making connections for high-level learners who speak English as a second or third language. Rather than use a textbook, Mosher distributes PDF readings, making the course an ideal pilot for Liquid Mode.

Students responded positively to Liquid Mode, explaining that it made readings more accessible. Being able to manipulate not just the font size, but also spacing between words or lines, made it easier for students to understand the text. And as students did not speak English as a first language, anything that benefited comprehension was appreciated.

Bolat Shaimerfenov, a student in Mosher's class, praised Liquid Mode for making it easier to facilitate reading for students like himself who have impaired vision. Another student described how the ability to adjust the font reduced mental load when reading, while a third student said that they were excited to use it beyond the classroom.

Student Mohit Kumar used tests from the Virtual Readability Lab (VRL) to find his best reading settings in Liquid Mode. He explains, "I read up to three hours a week on my phone. Liquid Mode encouraged me to read more because I didn't have to struggle. Instead of zoom in, zoom out, scroll around, I would just apply my reading settings and go."

Mosher plans to continue using Liquid Mode for future classes, but with an extra emphasis on helping students understand how to find their personal reading settings.

"When we help students with readability, we encourage them to be more engaged, which helps them on their learning journey," says Mosher. "I want to help students understand how they can personalize their reading experience and make reading easier and more accessible on their phones."

Exploring readability at the university level

Dr. Shelley Rodrigo at the University of Arizona is one of many researchers helping to formalize the study of readability. University students are ideal test subjects, as they typically do a great deal of reading, no matter what their field.

In a recent study, Dr. Rodrigo asked graduate students to take the VRL tests and apply the results to reading with Liquid Mode. Many students reacted positively to Liquid Mode, with one student mentioning that once they changed the font or spacing on their digital materials, it made a difference in reducing eye strain when reading digitally.

While Dr. Rodrigo is still in the process of analyzing data, initial results show statistically significant data indicating a reverse correlation between cognitive load and feelings of productivity. In other words, when Liquid Mode makes reading easier, students feel much more successful.

"Many students were surprised at how adjusting readability settings impacted their experience," says Dr. Rodrigo. "Students typically understand that font size can make a difference, but there were many students who were amazed to see how adjusting the spacing made reading even easier, allowing them to read for longer periods at a time."

Learn more about the importance of The Readability Consortium and Adobe's readability initiative.

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Liquid Mode delivers better digital reading experiences for all students

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The Readability Consortium explores new technologies, tests, and tools that will help people maximize readability on their apps. By helping students discover their best readability settings, the Consortium aims to make reading a more enjoyable experience for students, improving comprehension and learning.

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Sneak Peek: 20% Increase in Student Comprehension

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Sneak Peek: 20% Increase in Student Comprehension

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Readability Formats Yield Significant Results for K-8 Students

Early Results Are In!

At the Adobe for Education conference, educator Dr. Susanne Nobles (ReadWorks) presented initial results from the K-8 Readability research study launched last fall. Susanne, together with cognitive scientist Dr. Shannon Sheppard (Chapman University), type designer, professor WSR and researcher Dr. Sofie Beier (The Royal Danish Academy - Architecture, Design, Conservation), have tested 240 students in a series of word and passage-level comprehension tasks using multiple reading formats. Early results demonstrate a clear connection; a student using their best reading format experiences an increase in their speed and accuracy of comprehension. The average improvement seen in both word and passage level tasks is more than 20%.

Results to Date

The research team designed six text formats using the variable font Roboto Flex with subtle changes in inter-character spacing and character width; one format modified both Readability Features. Students were tested reading the six text formats. Speed and comprehension changes were measured.

The distribution of each student's best format is recorded. (See the pie charts, right.) It is interesting to note that all of the formats were best for a portion of the participants; reader variability is evident. As Susanne noted, even the least frequently optimal format still helped 12% of the students. With 35.5 million K-8 students in the US, that could translate to 4.2 million students that would benefit from using it.

The word task was measured in milliseconds, with no significant difference in reaction time expected. The experiment was designed to measure changes in comprehension. Results demonstrated a better than 20% gain in accuracy.

Student results on the passage task included a reduction in time spent reading and a simultaneous improvement in accuracy. Susanne pointed out that if the change in the percentage of questions answered correctly were considered, the increase was that of a D to a B.

The results presented include the following key findings:

There is no best (or worst) format for all readers

Subtle changes to text format create meaningful changes in speed and comprehension

Personalized formats significantly improve reading comprehension for both word and passage level reading

The study is ongoing; the researchers will submit a paper outlining the final results this fall. Check back for updates.

ABOUT DR. SHANNON SHEPPARD: Dr. Shannon M. Sheppard is an Assistant Professor of Communication Sciences & Disorders at Chapman University. Dr. Sheppard also serves as the Director of the Cognition, Rehabilitation, and Neuroscience in Atypical Language Lab (CRANIAL Lab). Dr. Sheppard's research focuses on investigating fundamental behavioral and neural processes of language comprehension.

ABOUT DR. SUSANNE NOBLES: Dr. Susanne Nobles is Chief Academic Officer at ReadWorks. The mission of the nonprofit ReadWorks is to support the growth of successful, joyful readers by providing K-12 teachers with what to teach and how to teach it-online, for free, to be shared broadly.

ABOUT DR. SOFIE BEIER: Sofie Beier is a type designer and professor WSR at The Royal Danish Academy - Architecture, Design, Conservation. Her current research is focused on improving the reading experience by achieving a better understanding of how different typefaces and letter shapes can influence the way we read. More information is available on Dr. Beier's website.

ABOUT THE K-8 READABILITY COMPREHENSION STUDY: The study was designed to test changes in student's reading comprehension using word and passage-level tasks. The study was supported by a grant from the tech-for-good nonprofit Readability Matters.

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Sneak Peek: 20% Increase in Student Comprehension

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Early Results Are In! At the Adobe for Education conference, educator Dr. Susanne Nobles (ReadWorks) presented initial results from the K-8 Readability research study launched last fall. Susanne, together with cognitive scientist Dr. Shannon Sheppard (Chapman University), type designer, professor WSR and researcher Dr. Sofie Beier (The Royal Danish Academy - Architecture, Design, Conservation), have tested 240 students in a series of word and passage-level comprehension tasks using multiple reading formats.

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1. https://wvupressonline.com/node/865 (Jenae's book, Skim, Dive, Surface: Teaching Digital Reading)

2. https://www.dropbox.com/s/z5jtjq7r94m7gv9/Digital%20Reading%20Strategies%20Infographic.pdf?dl=0 (digital reading strategies infographic)

3. https://youtu.be/_NpJ1yvpYac (Future Trends Forum Jenae's conversation with Bryan Alexander about digital reading approaches and trends)

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What are some gaps in digital reading education that we need to address?

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What are some gaps in digital reading education that we need to address?

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Could you tell us a bit more about how reading speed and accuracy were measured in the studies presented?

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Could you tell us a bit more about how reading speed and accuracy were measured in the studies presented?

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We heard about the positivity on the increase of reading speed. It must be complex but where's the line between reading more (and being motivated by that) and optimally  comprehending text?

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We heard about the positivity on the increase of reading speed. It must be complex but where's the line between reading more (and being motivated by that) and optimally  comprehending text?

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Can you tell us a bit on the impact of reading physical vs. digital content?

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Can you tell us a bit on the impact of reading physical vs. digital content?

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Most policymakers, school leaders and parents want to see high test scores. How do these technologies help raise scores, especially for mid- and high-performing populations that seem to be driving education policy in the U.S.

OR, at least finding data that shows the benefits targeted to different stakeholder/demographic groups

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Would love for the research about readability to be interconnected with conversations about cultural orientations to text, and the ways in which cultures of reading may shape adoption or usage of customizable text.

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need to push for adoption of these technologies from standards committees like epub, HTML, etc

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need to push for adoption of these technologies from standards committees like epub, HTML, etc

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overcoming the mindset in teachers and parents that digital texts and devices are 'distracting' and not a preferred means of learning. They need to see the value of digital texts over print.

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overcoming the mindset in teachers and parents that digital texts and devices are 'distracting' and not a preferred means of learning. They need to see the value of digital texts over print.

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Dr. Stephanie Day
The Readability Consortium at The University of Central Florida
Stephanie.Day@ucf.edu

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Please reach out -- I look forward to connecting

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Susanne Nobles - Chief Academic Officer - ReadWorks | LinkedIn

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View Susanne Nobles' profile on LinkedIn, the world's largest professional community. Susanne has 7 jobs listed on their profile. See the complete profile on LinkedIn and discover Susanne's connections and jobs at similar companies.

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Jen_Vanek@WorldEd.org
LinkedIn: jvanek LinkedIN
Twitter @VanekJen

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Jenae Cohn, PhD - Director, Academic Technology - California State University-Sacramento | LinkedIn

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Innovative professional with 8 years of experience developing curriculum, producing technology-driven learning experiences, managing face-to-face and webinar training, and maintaining student-centered learning for institutions with global enrollments. Expertise in interactive and collaborative technology-mediated curricula, blending best practices in online and hybrid education with advanced knowledge of social media and information learning technology.

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I work best in deep-thinking, fast moving, mission-driven teams. For example, co-programming ISTE international edtech conferences where we design in-person and remote learning experiences for educators, and as a corporate strategist, coaching CEOs and leadership teams on brand identity and strategy. Personal highlights include keynoting conferences for Apple and PBS, designing and leading social media campaigns and webinars (Ah, the ones with Ken Burns and Dolores Huerta!) to engage and build audience, and authoring books and podcasts to share best practices and ignite innovation.

Coming to the role of marketing and brand strategy without formal training was by design. I bring an outsider's perspective, a strong sense of curiosity, and comfort challenging the status quo. I'm the 'What if...?' and "Why not...?' guy. A colleague at a major tech company recently described this strength: "You help everyone see that things are possible." Having empathy for members of my team and for customers allows me to help others make connections to solve problems.

I'm a big believer in the transformative power of leadership and mentoring. I definitely had imposter syndrome when I became an Apple Distinguished Educator and when I was asked to work with company leadership teams. But the best support came from a network of generous colleagues. I also believe that representation matters. As one of the few people of color in education and edtech, I hope to share and support others as they enter work spaces, and see everyone's difference as a creative and competitive advantage.

I'm used to mastering systems quickly, but here are a few of my proficiencies:
Social and analytics: Instagram, Twitter, Facebook. Creativity & Collaboration: Slack, Google Drive, Adobe Creative Cloud, Keynote, Final Cut Pro, Dropbox. Platforms: Wordpress, Weebly.

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Michael Hernandez - Media Arts Teacher/Department Chair - Mira Costa High School | LinkedIn

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I work best in deep-thinking, fast moving, mission-driven teams. For example, co-programming ISTE international edtech conferences where we design in-person and remote learning experiences for educators, and as a corporate strategist, coaching CEOs and leadership teams on brand identity and strategy.

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UserTesting Profiles The Readability Consortium

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UserTesting Profiles The Readability Consortium

# data[].attributes.attachment_link.title
The Readability Consortium + UserTesting

# data[].attributes.attachment_link.description
How Adobe, Google, Readability Matters, and the University of Central Florida are creating breakthrough technology that improves reading for everyone