WHY IS LAUNCHING ADAPTIVE LEARNING IMPORTANT? · students, adaptive learning takes a sophisticated, data-driven, and in some cases, non-linear approach to instruction and remediation,

WHY IS LAUNCHING ADAPTIVE LEARNING IMPORTANT?

KAREN VIGNARE, PhD

JANUARY 22, 2018

01/22/2018 2018 THE PERSONALIZED LEARNING CONSORTIUM AT APLU

Context:

http://www.pellinstitute.org/downloads/publications-Indicators_of_Higher_Education_Equity_in_the_US_2016_Historical_Trend_Report.pdf

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Context:

http://www.pellinstitute.org/downloads/publications-Indicators_of_Higher_Education_Equity_in_the_US_2016_Historical_Trend_Report.pdf

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Personalized Learning


Personalized learning seeks to accelerate the student learning process by tailoring the instructional environment to address the needs and skills of individual learners. There are many approaches to the personalization of learning, and information technology is a powerful enabler for postsecondary institutions committed to delivering student-centered instructional models and improving retention and graduation rates…

http://www.aplu.org/projects-and-initiatives/personalized-learning-consortium/about-the-consortium/index.html

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What is Adaptive Learning?“As an approach to creating a personalized learning experience for

students, adaptive learning takes a sophisticated, data-driven, and in

some cases, non-linear approach to instruction and remediation,

adjusting to a learner’s interactions and demonstrated performance

level and subsequently anticipating what types of content and

resources learners’ need at a specific point in time to make

progress.”Source: Tyton Partners, "Learning to Adapt: Understanding the Adaptive Learning Supplier Landscape," April 2013.

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“Anyone who has ever been in a classroom – where as a student or instructor –knows that not all students procced at the same pace.” <Tyton Partners>


Well designed adaptive learning experiences (and products) have common attributes and approaches.

• What students should know and be able to do at the end of the learning experience (lesson, unit, course)

Learning Outcomes

• Exposition and multimedia activities that foster active student engagement and lay foundations for future study

Instructional Content

• Scaffolded practice that promotes learning-by-doing and assesses simultaneously (followed by summative assessment)

Activities & Assessments


Adaptive Learning


https://www.youtube.com/watch?v=zxUW_z9iA2Q

https://www.youtube.com/watch?v=7EBYMqSlyZc

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Subject Matter Expert

Learning Design

Adaptive Technology

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Faculty Interest in Adaptive LearningLevel the learning (playing) field among students

Data about student performance

Changing what pedagogical strategies are used in the classroom

Using Adaptive Learning products for content knowledge (lower level Bloom’s/drill and practice)


Faculty Reactions to Adaptive


https://www.youtube.com/watch?v=2VstYwLEpT0

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APLU Accelerating the Adoption of Adaptive Courseware Grant

CROSS-INSTITUTION COLLABORATION

Targeting similar programs and courses

Adopting from a list of approved adaptive courseware suppliers and products

Sharing information within the cohort by campus-based program managers

Common reporting requirements

FACULTY ENGAGEMENT METHODS

Incentives (money, time, teaching support)

Training and instructional design support

Department-level adoption decisions

Peer learning communities

Senior leadership investment and recognition


Process Amongst Grantees

Recognize the uniqueness of each institution and faculty

Recognize this is not NECESSARILY a linear process

Recognize this is collaborative amongst faculty, instructional support and leadership

Use this as a guide for other institutions

Establishing Conditions for

SuccessPlanning

Product / Partner

Selection

Implement-ation

Evaluation & Iteration

Note: Implementation phases above are illustrative and will be refined with participating institution input


Types of Adaptive Learning ProductsADAPTIVE COURSEWARE

Includes most popular courses

Limited flexibility to customize

Not all dashboards are the same

Faculty Roles

ADAPTIVE PLATFORMS

Content Customization

Authoring Content

Assessment

Redesign Process

Can Be More Time Intensive


Customizable

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Adaptive Courseware Suppliers & Products1. Acrobatiq

2. Cerego (Macroeconomics, Introduction to Statistics)

3. Cengage Learning Mindtap (Cerego)

4. CogBooks

5. Fishtree

6. Fulcrum Labs

7. Knewton

8. LeAP by D2L

9. Learning Objects

10. LoudCloud

11. Lumen Waymaker

12. McGraw-Hill Education ALEKS and Smartbook

13. Macmillan Learning Curves

14. Open Learning Initiative at Carnegie Mellon University

15. Open Learning Initiative at Stanford University

16. OpenStax Tutor

17. Pearson MyLab and Mastering with Adaptive Practice

18. Realizeit

19. Smart Sparrow

20. WileyPlus with ORION (Snapwiz)


Results: After Six Months: 22,000 enrollments

Disciplines adopting courseware


Other6%

English Comp1% History

3%

Business5%

Psychology8%

Physics9%

Modern Languages

11%Chemistry12%

Biology/Life Sciences

14%

Mathematics14%

Economics17%

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Adoptions by Product, Fall 2017Approved products not in use during Fall 2017: Acrobatiq

Cerego

Fishtree

Fulcrum Labs

Knewton

LeAP by D2L

LoudCloud

Open Learning Initiative at Carnegie Mellon University

Open Learning Initiative at Stanford University

Smart Sparrow

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1

1

2

2

3

4

4

4

9

17

18

0 2 4 6 8 10 12 14 16 18 20

OpenStax Tutor

Realizeit

Learning Objects

Lumen Waymaker

WileyPlus with ORION (Snapwiz)

Cengage Learning Mindtap (Cerego)

CogBooks

Macmillan Learning Curves

McGraw-Hill Education ALEKS

McGraw-Hill Education Smartbook

Pearson MyLab & Mastering with AdaptivePractice

Count of Courses Adoptions by Product Fall 2017

Note: Includes actual adoptions, Fall 2017 term onlySource: Grantee Program Manager meetings, December 201701/22/2018 2018 THE PERSONALIZED LEARNING CONSORTIUM AT APLU

How to Choose a VendorSelection Framework: Courseware in Context Framework

EdTech Management & Efficacy


Courseware in Context Framework

01/22/20182018 The Personalized Learning Consortium

at APLU19

http://cwic.learnplatform.com/


Highlights of OutcomesScaling is difficult but forces an important conversation around student success in academic courses

Pedagogy changes in the classroom result from having very timely performance data

Some are wildly successful immediately

Most success is through iteration

Alignment with program/department chairs, instructional support and faculty are more successful than any one group pushing forward



CSU Implementation Progress to Date

First Year French I

First Year French II

First Year German I

First Year German II

First Year Spanish I

First Year Spanish II

General Physics I

General Physics II

Principles of Microeconomics

Appreciation of Philosophy

Attributes of Living Systems

Fundamentals of Accounting

Introduction to Astronomy

Introduction to Mechanical Engineering

Humans and Other Animals

Principles of Human Biology

Principles of Macroeconomics

First Year French I


First Year German I




General Physics I

General Physics II


American Government & Politics

Biology of Organisms- Animals & Plants

General Chemistry series

General Psychology

General Sociology

Introduction to Financial Accounting

Introduction to Managerial Accounting

Media in Society

Moral and Social Problems (Philosophy)

Physics for Scientists & Engineers I

Physics for Scientists & Engineers II

Appreciation of Philosophy

Attributes of Living Systems

Fundamentals of Accounting

Introduction to Astronomy

Introduction to Mechanical Engineering

Humans and Other Animals

Principles of Human Biology

Principles of Macroeconomics

First Year French I


First Year German I




General Physics I

General Physics II


YEAR 2YEAR 1 YEAR 3

Currently RecruitingDesigning /

Piloting

3,124 enrollments

Anticipate 15,000-22,000 enrollments

Anticipate 8,300 enrollments

Goal 12,300-16,300 enrollments

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Fall 2017Courses: 24

Sections

Enrollments: 6200

Spring 2018Courses: 30

Sections

Enrollments: 5700

Spring 2017Courses: 10

Sections: 28

Enrollments: 2000


Math and Psychology Fall term results

• MTH 111 (College Algebra)• DFW rate dropped 8.2%, from 36.6% in F16 to 28.4% in F17

• Ecampus dropped 23.4%, from 67.3% to 43.9%

• Decreased achievement gaps across the board including:

• Underrepresented students - DFW rate dropped by 9.7%

• First Generation students - DFW rate dropped by 9.4%

• MTH 103 (Algebraic Reasoning)• DFW rate dropped 13.6%, from 32.9% in F16 to 19.3% in F17

• PSY 201• DFW rate has dropped 5.1%, from 19.3% in F14 to 14.2% in F17

• PSY 202• DFW rate has dropped 22.8%, from 31.1% in F14 to 8.3% in F17

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2018 The Personalized Learning Consortium at APLU

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College Algebra student success rates increased with ALEKS

ALEKS +5-8%

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Stretch Semester helps even more algebra students

Stretch +11-12%


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15%20%

28%21% 17%

47%

23% 19%

8%3%

0%

20%

40%

60%

80%

100%

A B C D E

% S

tude

nts

Grade

Microeconomics Fall 2016 and 2017Midterm Exam #1 Grade Distribution

Fall 16

Fall 17

8% 5%

23% 23%

42%

21%28%

17% 14%21%

0%

20%

40%

60%

80%

100%

A B C D E

% S

tude

nts

Grade

Microeconomics Fall 2016 and 2017Midterm Exam #2 Grade Distribution

Fall 16

Fall 17

Microeconomics exam results improve with Learning Objects


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Next Round of Data due January 31, 2018

Only six are 18 months into the three years

Georgia State is doing a three way comparison—adaptive, non-adaptive (e-book) and traditional

Not every course is reporting better outcomes but all are reporting no decrease in success

APLU is collecting success, DFW, progression, and retention and will anonymize the data


WWW.APLU.ORG/PLC

[email protected]


Documents

WHY IS LAUNCHING ADAPTIVE LEARNING IMPORTANT? · students, adaptive learning takes a sophisticated, data-driven, and in some cases, non-linear approach to instruction and remediation,