1. Adaptive Learning Presented By S.Yamuna AP/CSE
SNS College of Engineering Department of Computer Science and Engineering
Adaptive Learning Presented By S.Yamuna AP/CSE

2. Adaptive Learning

3. Agenda What Is Adaptive Learning? What Does AL Look Like?
How Does It Differ?
What Are The Reported Benefits Of AL?
What Are The Outcomes Using AL?
What Are The Risks (General)?
What Are The Risks (Faculty/Student)?
Who Offers AL – Publishers?
Who Offers AL – Others?
Learnsmart Overview – Video
Current Pilot Overview
Current Pilot What We’ve Learned So Far
Current And Future Opportunities
Discussion

4. What Is Adaptive Learning?
“Adaptive learning takes a sophisticated, data-driven and in some cases, non-linear approach to instruction and remediation,” the report said, “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.”
Education Growth Advisors, 2013

5. Differentiated Personalized
How does AL Differ?
Differentiated Personalized
Adaptive

6. What Does AL Look Like?
Source: RealizeIT

7. What Does AL Look Like Pt 2?
Source: AdaptIT
Source: RealizeIT

8. What Are The Reported Benefits of AL?
Increased control: Students can move quickly through areas of mastery to immediately address those areas where they need to improve, which helps prevent students from falling behind in the coursework.
Higher confidence: Students report feeling a stronger sense of confidence as they proactively address learning gaps.
Better engagement: Students say classes are “more fun” and, as a result, they engage in the learning process at a deeper level.
Long-term learning: Students retain knowledge and skills that can be applied in practical ways both in and out of the classroom.
Improved results: According to faculty, students perform better in class because they get extra support in the areas they find most challenging
Several reports allude to largely the same benefits…

9. What Are The Outcomes Using AL?
Preliminary findings from Arizona State University’s partnership with Knewton on re-designed emporium and mastery-based math courses have revealed an 18 percent increase in pass rates and 47 percent drop in student withdrawals. ASU leadership estimates that the institution has retained $12,000,000 in what would have been lost tuition revenue to date.
A study consisting of nearly 700 students across two state universities and four community colleges indicated that the community college students using McGraw-Hill Education’s LearnSmart, as compared to those using end-of-chapter testbank questions, achieved higher course pass rates across all students – i.e., 7 percent average increase – and an average increase of 8 percent in retention rates.
Several reports allude to largely the same benefits…
McGraw-Hill Education,
Data provided by Arizona State University and Knewton, February 2013

10. What Are The Risks (General)?
Poorly conceived and executed implementations will likely yield underwhelming results.
The long-term potential for these solutions could also be undermined if they are relegated solely to use in entry-level courses.
Suppliers of adaptive learning solutions have achieved limited scale thus far, as a result, evidence of their effectiveness in improving student learning outcomes is limited.
Institutions must avoid over-reach yet plan for extensibility. This balance requires a roadmap for adaptive learning projects that identifies key milestones from inception to maturity.
Institutional leaders should make sure that pathways for future progress and expansion have been cleared.
If you are using Publisher’s AL, the data is not shareable.
Several reports allude to largely the same benefits…

11. What Are The Risks (Faculty/Students)?
May well conflict with the prevailing teaching paradigm at a given institution.
Not all students will take to learning models that represent such a significant break with their past.
For some students, adaptive approaches to instruction may well increase disengagement rather than foster deeper engagement, particularly if those students feel uncomfortable in a learning context that is not characterized by close oversight, continual monitoring and frequent feedback from a trusted instructor.
Several reports allude to largely the same benefits…

12. Who Offers AL - Publishers?

13. Who Offers AL - Others Adapt Learning Whole Course Delivery Small
Cogbooks
LMS Module
Knowillage
LoudCloud Systems
LMS and eReader Platform
Open Learning Initiative
Moderate
Smart Sparrow
Homework Tool, Interactive Labs, Simulations
Realizeit

14. Current And Future Opportunities
Other LearnSmart Pilots
Other Publisher Pilots
A Platform, While Desirable, Out of the Question at Present
Still requires too much effort or cost to set up on a broad scale
Too many vendors at present given the market

15. LearnSmart Overview

16. Current Pilot - Overview
Adoption of digital content and Learnsmart AL began in Summer 2013 with Biology 116
In Fall of 2013, expanded to Biology 116, 120, 121, 241
Approximately 1000 students
In Spring of 2014, expanded again to include Biology 116, 120, 121, 241, 320 and 324
Approximately 700 students

17. BIOL120 Demographics
Classification
Gender

18. BIOL120 Demographics Racial Identity
Have you previously taken this course?

19. BIOL120 eBook data
Did you purchase a hard copy version of the course textbook?
How often do you read the eBook or hard copy textbook?

20. Learnsmart data
Before starting to work on a Learnsmart assignment, do you FIRST read the content in the chapter?
On average, how long does it take you to complete a Learnsmart homework assignment?

21. On average, how long before the due date do you start working on a Learnsmart homework assignment?#
Answer
Response % 1
begin working the same day of the assignment due date 14
13% 2
begin working 1 day before the assignment due date 26
25% 3
begin working 2 days before the assignment due date 38
36% 4
begin working more than 2 days before the assignment due date 28
26%
Total
106
100%

22. Learnsmart Data
After completing Learnsmart as a homework assignment, how often do you go back into Learnsmart to study/review content in the course?

23. BIOL 120 Pass/Fail/Withdrawal Rates
Semester
# of Students
Pass (%)
Fail (%)
Withdrawal (%)
Fall 2011
368 55 36 9
Spring 2012
286 31 61 8
Fall 2012
386 43 26
Spring 2013
330 41 48 11
Fall 2013
446 44 39 17
Spring 2014
246 40 46 13
Average
344 42 14

24. Average Time Spent in LearnSmart Activities

25. Relationships between Cumulative Time Spent in LearnSmart Activities and Average Exam Scores

26. Current Pilot – What We’ve Learned So Far
LEARNSMART is not having the desired impact on learning outcomes.
We need to change student engagement with AL.
Students often wait until last moment for initial activity.
Students often only proceed through it once to meet course requirement and seldom revisit for knowledge acquisition.
Majority of students are not using Learnsmart effectively.

27. Changes to Classroom Implementation
Recommendations from faculty, students and McGraw-Hill representatives:
Mandate “Meet Your Teacher” office hour visits.
Review individualized Learnsmart student report.
Identify specific weaknesses and useful study tips.
Provide intervention within 3 – 4 weeks of the semester.
Emphasize Learnsmart class-wide challenging learning objectives during lecture.
Utilize Learnsmart student ambassadors for peer-to-peer encouragement of effective use.

28. Changes to Classroom Implementation
Adopt Smartbook to encourage reading of the text.

29. THANK YOU