By Michael FeldsteinMore Posts (1071) I was delighted that we are able to publish Mike Caulfield’s post on how ed tech gets personalization backwards, partly because Mike is such a unique and inventive thinker, but also because he provided such a great … Continue reading →
As we move to a model where learners have options in terms of how they learn, there is a new role for assessment in diagnosing how best to support an individual learner. This new role should not be confused with computerized adaptive testing, which has been used for years to give examinees different assessment items depending on their responses to previous items on the test in order to get more precise estimates of ability using fewer test items.
Adaptive assessment has a different goal. It is designed to identify the next kind of learning experience that will most benefit the particular learner. The School of One demonstration project used adaptive assessment to differentiate learning by combining information from inventories that students completed on how they like to learn with information on students’ actual learning gains after different types of experiences (working with a tutor, small-group instruction, learning online, learning through games). This information was used to generate individual “playlists” of customized learning activities for every student.
Through sophisticated, real-time analysis of reams of student performance data, adaptive learning technology could lead to the end of the one-size-fits-all curriculum, making personalized education available to more kids than ever before
Carpe Diem, a tuition-free Arizona public school system, is truly “seizing the day” and changing the ecology of education. Carpe Diem schools are leveraging technology to make education more relevant, more efficient, and more effective.
News@Northeastern President Aoun urges innovation as global demand for higher education grows News@Northeastern While the new delivery models—Massive Open Online Courses (or MOOCs), adaptive learning, and competency-based education, among...
Non- traditional students are especially focused on flexible, outcomes-based education, a need that has driven many of the recent changes in higher education. “They want to choose programs with a strong value proposition and very strong outcomes,” he explained. “They ask, ‘Will these programs get me jobs?’” he said, adding that non-traditional learners are particularly eager for experiential learning opportunities—the integration of classroom and real-world learning.
While the new delivery models—Massive Open Online Courses (or MOOCs), adaptive learning, and competency-based education, among others—respond to these expectations, they lack the experiential component that would truly address the mismatch between the skills of recent graduates and the expectations of employers. -
He predicted that we will see more innovations from these rapidly expanding higher education systems in which the key factors are: “low cost, scalability, access instead of exclusion, flexibility, physical nimbleness, outcome orientation, and relevance to the environment they are in.” As emerging economies generate their own distinctive approaches, there is likely to be considerable “reverse innovation,” in which Western higher education systems learn from the those approaches and adopt solutions from the emerging world.
NIH study identifies brain circuits involved in learning and decision making National Institutes of Health (press release) The study, published online in Nature Neuroscience, indicates that specific circuits in the forebrain play a critical role in...
Adaptive eLearning creates the best possible learning experience for students by emulating the talents of great educators. This is achieved by using technologies that adapt and shape teaching to the needs of the individual student.
Each student is unique, has varying levels of knowledge, and learns differently. Our research, and that of other academics, has shown that student performance improves when online educational content is personalised.
Smart Sparrow empowers teachers with an Adaptive eLearning Platform that allows them to easily create and deploy rich, interactive, and adaptive educational content using powerful online technologies. The focus of Adaptive eLearning is to provide teachers with complete control over how the content adapts to the student. We call this Pedagogical Ownership and we think it is vital to making it an effective teaching tool.
Additionally, an Adaptive eLearning Platform provides teachers with a window into their students’ learning for the lessons they’ve created. Online analytics provide actionable insights into what students know, what misconceptions they may have, and how they are interacting with content. This feature allows teachers to continuously adapt and improve their lessons.
Adaptive learning offers an opportunity to enhance the instructional effectiveness of colleges and universities and to deliver more personalized pathways to students
Suppliers need to partner with institutions to understand where and how their solutions can demonstrate efficacy and value, and colleges and universities need to demonstrate a willingness to explore this academic technology innovation
What institutions – and suppliers – cannot do is ignore strategies such as adaptive learning for personalizing the education experience for students and instructors alike. The inexorable march toward a learner-centric, outcomes orientation across the postsecondary landscape is here.
The Foundation is soliciting proposals from accredited U.S. colleges and universities for 10, $100,000 grants to help them create the partnerships necessary to launch adaptive courses over the next two years.
"Daphne Koller is enticing top universities to put their most intriguing courses online for free -- not just as a service, but as a way to research how people learn. Each keystroke, comprehension quiz, peer-to-peer forum discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed and, most importantly, absorbed."
By Michael FeldsteinMore Posts (1052) In our recent EDUCAUSE Review article, Phil and I defined personalized learning as a set of technology-supported practices that help undepersonalize teaching. The three general practices that we identified are as follows: Moving content broadcast … Continue reading →
There's a whisper in the air. The long-awaited reform in education, they report, is finally here. The proposed solution? Technology. More specifically, iPads in classrooms.
Maureen Greenbaum's insight:
That everyone learns differently, and at their own pace. We’re natural learners, she said, born with an insatiable curiosity.education centered solely on the developmental needs of children. Her greatest insight? That everyone learns differently, and at their own pace. We’re natural learners, she said, born with an insatiable curiosity.
Parents scrambling to keep kids academically engaged over the summer have a friend in ALEKS. The popular Web-based learning program created by cognitive scientists at UC Irvine hit a milestone this year, with more than ...
Credit Without Teaching April 22, 2013 ByPaul Fain Earlier this year Capella University and the new College for America began enrolling hundreds of students in academic programs without courses, teaching professors, grades, deadlines or credit hour requirements, but with a path to genuine college credit.
The two institutions are among a growing number that are giving competency-based education a try, including 25 or so nonprofit institutions. Notable examples include Western Governors University and the Kentucky Community and Technical College System.
These programs are typically online, and allow students to progress at their own pace without formal course material. They can earn credit by successfully completing assessments that prove their mastery in predetermined competencies or tasks -- maybe writing in a business setting or using a spreadsheet to perform calculations.
College for America and a small pilot program at Capella go a step further than the others, however, by severing any link to the credit hour standard. This approach is called “direct assessment.”
“When someone is teaching one-to-one, it’s a really intelligent and adaptive learning experience, as opposed to, for example, when someone just talks to 1000 people in a lecture,” he says.
“We think of adaptive e-learning as a suite of tools that let teachers create really amazing learning experiences – they’re intelligent, they’re adaptive, they’re rich.”
“Instead of giving you a piece of paper, we put it on a PDF and then you get it online and you still print it, so we didn’t change much there. Instead of a lecture, we still maybe do a video lecture – that’s hardly using the power of computers,” he says.
We spoke with the founder and CEO of the adaptive learning platform Knewton.
“We use data to make your education better, that’s it.”
“We know everything about what you know and how you learn best because we get so much data. We can predict failure in advance, which means we can pre-remediate it in advance.”
Knewton has had students in 190 countries, and this fall over 600,000 students will use the platform. Mashable spoke with Ferreira about big data, what inspired his innovative approach to ed tech and the impact he hopes Knewton will have on the world of education and the world at large.
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