1. An Adaptive Learning Partnership
Chuck Dziuban, UCF
Patsy Moskal, UCF
Connie Johnson, CTU
Colm Howlin, Realizeit

2. Chances of College Completion
The Problem
4th
3rd
2nd
First
77%
Chances of College Completion
Income Quartile
34%
17% 9%

3. Compounding the Problem:
Average College Debt
$39,400
$37,173
$29,400
$23,450
Amount in Dollars
$18,750
$17,550
$12,850
$9,450
1993
2017

4. Adaptive Learning… Personalizes the educational experience
Customizes content
Assesses continuously

5. An Adaptive Learning Partnership
CTU
UCF

6. A Model of School Learning: John Carroll 1963, Teachers College Record
Degree of Learning =
𝐓𝐢𝐦𝐞 𝑺𝒑𝒆𝒏𝒕 𝐓𝐢𝐦𝐞 𝑵𝒆𝒆𝒅𝒆𝒅 f

7. How Hans Rosling Might Explain It
How Much You Learn
Time You Have

8. Pieces in the Adaptive Learning Puzzle
Cognitive
Social Learning
Scaling
Behavioral
Affective
Access
Time
Perspective
Blue and icons

9. Public, metropolitan
68,000+ students
224 degrees, 12 colleges
42% SCU online
88% year olds
54% female
35% 4+ online courses
43% unemployed
Private, for profit
25,000+ students
123 degrees, 6 colleges
23,000+ online students
8% year olds
72% female
71% 4+ online courses
43% 40+ hours per week

10. Adaptive Learning at UCF

11. UCF Faculty Development – PAL 6000
Pedagogy for adaptive courses
Technical and logistical issues
Course delivery strategies
Course building in Realizeit and Canvas
Information unique to teaching adaptive courses at UCF
5 PAL Instructional Designers support faculty

12. Adaptive Learning Approaches
One module or topic
Every module – simple use with feedback
In-depth, detailed full course
A few modules or concepts
Every module – advanced use
One or a few modules – can cover only a few topics. For example, focus on select topics that students may typically struggle with
You can include lots of feedback with these topics or modules to help students master the content
Or, you can use adaptive learning in all modules, for the entire course.
You can still include topics students may struggle with, and lots of feedback, as well as in-depth examples

13. Adaptive Learning Scale at UCF
Realizeit
ALEKS
Total*
Students
9,770
9,412
19,182
Instructors 27 6 33
Sections
122 37
159
Courses 29 2
*as of Spring 2019

14. UCF Examples: Adaptive Learning in Practice
w1cl = Na (sodium)
Each of the gray boxes is a condition. For example, the top one is saying that the statement will be displayed if the variable for sodium is less than 135.
One, two, or all of these conditional feedback statements could be displayed to a student based on the generated variables and the student’s response

15. Advantages of Adaptive Learning: Faculty Viewpoint
Low or no cost to the student; can replace textbook
Can customize content (word problems) based on institution, major demographics, student needs, level of preparation, connection to other courses, etc.

16. Learning Content, Verbiage, and Demographics are Algorithmic

17. Adaptive Learning at CTU: Faculty
AL Whitepaper: Other inspiration for graphics can come from this site:

18. Watch Them Learn: Real-Time Instructor View

19. How did we scale faculty use?
Initially, asynchronous specialized training (mandatory) was provided to faculty
Faculty training team also hosted regular office hours using a video conferencing and screen sharing platform, where faculty could login, ask questions in a synchronous environment
Surveys were used to collect feedback on the effectiveness of the training.
Besides the initial specialized training and office hours, faculty had specific requests on need-it-now resources to highlight functionality, terminology, and how-to guides.

20. Student Attitudes Toward Adaptive Learning
Perspective

21. Adaptive Learning at UCF and CTU*
Started with adaptive learning
Fall 2014
Fall 2012
Number of adaptive courses
22 (66 instances)
254 (3,597 instances)
Typical course length
12 weeks (summer) or
15 weeks (fall or spring)
5.5 weeks
Number of students
3,325
122,194
Number of enrollments in courses
3,842
838,363
Enrollments per student
1.2
6.9
*Data provided by Realizeit; correct as of May 16, 2018

22. Adaptive learning gave me feedback on objectives

23. Adaptive learning became personalized to me over time

24. Adaptive learning increased my engagement

25. I would take another adaptive learning course

26. How often did you interact with students (compared to non-adaptive course)?

27. What do students say?
“I loved it. I love the ease and the ability to see exactly what I am struggling with instead of getting overwhelmed on the whole subject. I can focus on what I am not retaining.”
“The material could have been more closely aligned with the test material so that my efforts in Realizeit better prepared me for the actual in-class exams.”

28. Student Behaviors
Behavioral

29. Prototype Behaviors @ UCF
Psychology
Intermediate and College Algebra

30. Automated method for detecting outlier behaviors

31. What about the least successful behaviors?
Students stop too early and don’t have enough days with progress.
Students leave too big a gap in the middle and don’t have enough days with progress.
Started a little late and needs to make more progress in a single sitting.

32. Intervention Strategies
What are effective intervention strategies in a system with full or partial student agency?
Does experience built in traditional settings transfer to adaptive learning?
Are there some behaviors that should be avoided? Do some lead to better outcomes or retention of knowledge? Do some have an impact on other aspects of learning?
Changing Mindsets
Teaching students to be self-regulated adaptive learners
We have taken the approach of build it, give it to them, and they will figure it out.
Can we improve student outcomes by teaching them to self-regulated adaptive learners?
How do we strike a balance between self-regulated versus expert-assisted versus machine-guided learning?

33. New Research
Determine if differing disciplines and university contexts alter learning patterns

34. The Realizeit Domain Knowledge Coverage Typical Performance
Calculated Score
Coverage Increase
Baseline
Messages
Interaction
Total Time
Total Activity
Practice
Revisions

35. Adaptive Learning: Underlying Dimensions
Analytic Algebra-CTU
College Algebra-UCF
Trends in Contemporary Nursing-CTU
Pathophysiology-UCF
Intermediate Algebra-UCF
Introductory Algebra-CTU
Knowledge Acquisition
Engagement
Growth
Communication

36. Comparison of Courses – Communication

37. What is the Moral Algebra for You and Adaptive Learning?
What problem can you solve? (Value Add)
What is it going to cost you? (Opportunity Cost)
Learn more
Think about it
Dabble
Pilot Test
“Implement”

38. Useful Links & References
Dziuban, C., Howlin, C., Johnson, C., & Moskal, P. (2017, December 18). An Adaptive Learning Partnership. EDUCAUSE Review:
Dziuban, C., Howlin, C., Moskal, P., Johnson, C., Parker, L., & Campbell, M. (2018). Adaptive learning: A stabilizing influence across disciplines and universities. Online Learning, 22(3),
Dziuban, C., Howlin, C., Moskal, P., Johnson, C., Eid, M., Kmetz, B. (2019). Adaptive Learning: Context and Complexity. E-mentor, 5(77),
Summary of paper and principal component analysis:

39. For more information: Chuck Dziuban Colm Howlin Patsy Moskal
University of Central Florida
Colm Howlin
Realizeit
Patsy Moskal
University of Central Florida
Connie Johnson
Colorado Technical University