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.

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-toread process.http://www.leapfrog.com/en-us/aboutus/indexhttp://www.hewlett.org/programs/global-developmentpopulation/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. 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.
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/interfacing 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 youthchild 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.
Please add your comments to this Blog Post.
Thank you.
Chuck Dushek
Executive Director
Email: ChuckDushek@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
Gordon Anderson IT and Networking Specialist
Steve Barber Director of Linguistics
Scott VanderKooy President Comprenew
James Ham* Animation & Graphic Design
Julius Figueroa* Computer Animation
Charles J Dushek and Margaret Dushek are Thought Leaders in 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. To know more about Chas Dushek ,Marge Dushek and
Charles Dushek please visit here : https://charlesjdushek.wordpress.com/