adaptive learning: effectively integrating technology into the classroom (181417971)
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Adaptive Learning:
Effectively Integrating Technologyinto the Classroom
Rahim S. Rajan
Senior Program Officer
Postsecondary Success
October 17th
Educause 2013
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Adapt ive Learning:
Effect ively Integrating Techno logy into
the Classroom
Panelists:• Adam Newman, Managing Partner, Education Growth Advisors
• Joseph E. Beck, Assistant Professor, Worcester PolytechnicInstitute
• Deb Bushway, CAO & VP Academic Innovation, Capella University
• Scott Dalrymple, Dean, School of Liberal Arts, Excelsior College
Moderated by:• Rahim Rajan, Senior Program Officer, Postsecondary Success, Bill
& Melinda Gates Foundation
November 1, 2013 © 2013 Bill & Melinda Gates Foundation | 2
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November 1, 2013 © 2011 Bill & Melinda Gates Foundation | 3
Bill & Melinda Gates Foundation’s
PERSONALIZED Strategy
Students learn best wheneducation is targeted to their needsand goals. Our partners areexploring how all students—not justthose who are able to attend themost elite, expensive colleges—
can get the best, most
personalized education at areasonable price, using integratedtechnologies with outstandingteaching.
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Benefits of Personalized & Adaptive Learning
November 1, 2013
We believe that well implemented personalized & adaptive learning has the potential todramatically improve student outcomes
Potential Pedagogical Benefits*
Formative Evaluation (d=.90)
Acceleration (.88)
Effective Feedback (.73)
Meta-cognition (.69)
Mastery Based Learning (.58)
Concept Mapping (.57)
Interactive content (.52)
*Source: John Hattie’s Visible L earnin g
800+ meta analysis onachievement
Standard deviation is effectsize where d = 1.0
(i.e. improvement of learningby at least 50%)
Average effect size d=.40
When d is > .40
excellent achievement gains
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An Emerging Evidence Base:
Research on mastery based learning and digital tutors – Bloom’s 2 sigmafindings (B. Bloom, 1984); recent research that argues intelligent tutors arenow nearly as effective as 1:1 human tutors (K. Van Lehn, 2011).
Randomized controlled study by ITHAKA conducted with six publicuniversities w/ statistically reliable control and treatment groups, found nodifference in learning between the blended and face to face groups, with OLIstudents completing approximately 25% faster.
Previous research by CMU of CMU students documented that studentsachieved the same or better learning outcomes on an independent third partyassessment while completing the course 50% faster.
Knewton / ASU partnership on re-designed emporium and mastery basedmath courses – pass rates increased by 18% and withdrawals dropped by
more than 47% -- reducing drops to ~240 and saving ASU an estimated$12,000,000 in lost tuition.
Cal State Northridge (Next Generation Learning Challenges Wave 1winner) - a 67% increase in Math 103 pass rates (from 45% to 75%).
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The Adaptive Learning Market
November 1, 2013
X
CurrentMarket State
X
Innovators Early Adopters Early & LateMajority
How do weaccelerate the
market to reachhere?
• The adaptive learning market inpost secondary education isdiverse, yet embryonic.
• Only the most innovativeinstitutions are experimentingwith these solutions privately.
• It may take many years toadvance and refine thesesolutions and see themimplemented broadly
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Adaptive Learning Market AcceleratorGrant Program
November 1, 2013 © 2011 Bill & Melinda Gates Foundation | 7
14 Grants involving
17colleges, universities
9 Adaptive Learning Platforms
30 Courses in12 Disciplines
32,358 Total Students Enrolled (across 3 terms)
44% Average % of Pell eligible students at grantees
4 yr.Institutions
2 yr.Institutions
For Profit
Gen Ed
Dev Ed
OnlineBlended
Blended /Emporium
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Adam Newman
Managing Director,Education Growth Associates
Joseph E. Beck,
Assistant Professor,
Worcester Polytechnic Institute
Deb Bushway,CAO & VP Academic Innovation,
Capella University
Scott Dalrymple,Dean, School of Liberal Arts, Excelsior College
November 1, 2013 © 2013 Bill & Melinda Gates Foundation | 8
Adapt ive Learning :
Effect ively Integrat ing Techno logy into the Classro om
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Preamble – Starting a Conversation about the
Direction and Implications for Adaptive Learning
• In the future, institutions may not own the student learning experience,
but may only contribute to a portion of it, even within the context of a
student earning a specific degree
9
2000 2025
Institutional Needs
Student Needs
Learning
Experience
“Drivers” Workforce Needs
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Where Is “Adaptive Learning” on the Hype Cycle for Education?
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Adaptive
Learning
MOOCs
SocialLearning
Platforms
E-Textbooks
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Working Definition of Personalized Learning, of
which “Adaptive Learning” Is a Subset
• A pedagogical method that draws on observation to inform tailored educational
interventions designed to increase the likelihood of student success
• Technology is not essential, but it facilitates personalization at scale
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• Embedded
• Portfolio
• Standardizedcontentconnected
• Standardizedcontent
• PedagogicalProfile
• LearnerProfile
Observe Instruct
AssessRemediate
F o u n d a t i o n a l E l e
m e n t s
F o u n d a t i o n a l E l e m e n t s
Personalization Process
DRAFT
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Clarifying Use of “Personalized Learning” and “Adaptive”
• Personalized learning is an umbrella term incorporating various methods for
enabling more individualized instruction
• Adaptive and/or adaptivity is used in reference to product-level attributes
– Adaptive products/solutions are technology based, enabling scale
– Solutions leverage research across a host of areas such as:
• Intelligent tutoring systems
• Machine learning
• Knowledge space theory
• Memory
• Cognitive load theory
• Adaptive products/solutions represent one approach for enabling
personalized learning models
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PL Landscape: Suppliers Are Converging on Models
from Different Vantage Points
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“Established” Publishers
• Migration to content plustech and services
• Homework solutions
Alternative
Institutional Models
• Social
• Scale
• Unaccredited
Adaptive Platform
Providers• PL “infrastructure”
• Content-agnostic
• Learner analytics
PL
“Emergent” Publishers
• Beyond the book
• Immersive experiences
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Adaptive TAXONOMY Framework Sample Overview
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Education Growth Advisors © 2013
Adaptive Solution MATURITY Framework Sample Overview
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Education Growth Advisors © 2013
Selected Observations
• “Adaptive” is one flavor of personalized learning that supports a range
of emerging approaches:
– Digital tutors and academic support
– Competency-based instruction
– Analytics and outcomes measurement that drives continuous improvement
• At surface level, suppliers may look similar; reality is that meaningful
differences exist in approach and potential use case
– Institutions need to clearly define their own needs vs. available use cases
• Suppliers are eager to engage with institutions and partners to secureguidance and align future development efforts
• Tracking supplier market evolution should be an ongoing activity
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Education Growth Advisors © 2013
http://edgrowthadvisors.com/research/
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Adam Newman
Managing Partner617-447-9073
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Adam Newman
Managing Director,Education Growth Associates
Joseph E. Beck,
Assistant Professor,
Worcester Polytechnic Institute
Deb Bushway,CAO & VP Academic Innovation,
Capella University
Scott Dalrymple,Dean, School of Liberal Arts, Excelsior College
November 1, 2013 © 2013 Bill & Melinda Gates Foundation | 18
Adapt ive Learning :
Effect ively Integrat ing Techno logy into the Classro om
7/27/2019 Adaptive Learning: Effectively Integrating Technology into the Classroom (181417971)
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Thank you!
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