Designing for Student Success in Times of Uncertainty: Adaptive / Active Learning

Peter van Leusen, Ph.D.

ASU is a comprehensive public research university, measured not by whom it excludes, but by whom it includes and how they succeed; advancing research and discovery of public value; and assuming fundamental responsibility for the economic, social, cultural and overall health of the communities it serves.

ASU Charter

What’s the best way to help?

What do they need help with?

Who needs help?

• Improve critical thinking & problem solving

• Increase student subject mastery

• Increase student 4-year graduation rate

• Improve instructor insight

Do active learning in every class

Help 90% of students get C or better

Reduce withdrawal rate to under 5%

Identify struggling students by week 2

90% Retention Goal

Adaptive / Active Learning Outcomes

0

25

50

75

100919194

728077

571.5

20

1011

Introduction to Biology (~850 non-majors)Same instructor, curriculum, and assessment

Withdrawal Rate Grade of C or Better

Spring 2014(lecture)

Fall 2014(lecture)

Spring 2015(active)

Fall 2015(active + adaptive)

Spring 2016(active + adaptive)

Fall 2016(active + adaptive)

Active + Adaptive Learning Initiative

Adaptive / Active Learning Outcomes

0

25

50

75

100

74.4

45.740.6

79.2

58.755.0

College Algebra (~2500 enrollment)Same instructor, curriculum, and assessment

2014 - 2015 2015 - 2016 2016 - 2017

Active + Adaptive Learning& Stretch Semester

All Students

Math Placement below Algebra

Academic Year

% o

f Fal

l stu

dent

s on

Col

lege

Alg

ebra

trac

k co

mpl

etin

g w

ithin

one

yea

r

Adaptive / Active LearningImplementation

Remember

Understand

Apply

Analyze

Evaluate

Create

Adaptive Learning Before Class

Active Learning in Class / LMS

Bloom’s Taxonomy

Adaptive System

Active Class

Prepare Prove

Prove Participate

1. Acquire InfoRead textbook,watch video, sosimulation, etc.

2. AssessDo practice problems, take quiz before class

4. AssimilateWrite essay,

solve problems, take quiz, etc.

3. Apply Solve an applied problem (case

study) with classmates

Adaptive CoursewareImplementation

The goal of adaptive coursewareis to provide the right lesson to theright student at the right time.

Adaptive CoursewareSince 2011

Cengage (Learning Objects) Psychology and Economics

CogBooksBiology and US History

Khan AcademyRemedial math

KnewtonRemedial math

McGraw Hill ALEKS College Algebra

McGraw Hill (LearnSmart Master) Remedial math

McGraw Hill (LearnSmart Connect) Chemistry

Pearson MyMathLab with Knewton College algebra

Pearson Mastering with Knewton Physics

SmartSparrowHabitable Worlds custom science course

• Lesson sequence• Content selection

• Assessment – rapid remediation • Association – lesson relationships • Agency – student chooses• Algorithm (analytics) – recommendations

What is adapting to the learner? Definition

What is guiding the adaptivity?

Active LearningImplementation

• constructs knowledge• fosters higher order thinking• includes metacognition

(Brame, 2016)

Adaptive / Active is a team sport!

Example: Course DevelopmentStrategies

Faculty

InstructionalDesigner

Technologist

Vendor GraphicDesigner

MultimediaDeveloper

Librarian

Leaders

Respects their prior knowledgeResponds to their learning needsReduces gaps in their understanding

Monitors which students need assistanceMeasures curriculum performanceMaximizes course outcomes

Student benefits of adaptive / active learning

Faculty benefits of adaptive / active learning

BenefitsSummary

The BioSpine InitiativeAdaptive Program

Major ElectivesMajor RequirementsCORERemedial / Optional

The BioSpine is a project in the School of Life Sciences (SOLS) to develop, implement, and evaluate an integrated undergraduate curriculum in the biological science. This project leverages adaptive courseware for engaging students in frequent formative activities and assessments. Instructors use evidence-based methods of teaching to engage students in real-world scenarios and problem-solving, helping students apply biological models in a collaborative setting.

Thankyou.Peter van Leusen, Ph.D.

Peter.van.Leusen@asu.edu

References

Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching.

O’Neal, C., & Pinder-Grover, T. (2005). How can you incorporate active learning into your classroom. Ann Arbor, MI: Center for Research on Learning and Teaching (CRLT), University of Michigan.

Van Amburgh, J. A., Devlin, J. W., Kirwin, J. L., & Qualters, D. M. (2007). A tool for measuring active learning in the classroom. American journal of pharmaceutical education, 71(5), 85. Chicago