A design framework for adaptive learning in higher education

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Aug 6th at 9:45 AM until 10:30 PM




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The University of Central Florida (UCF) is strategically implementing adaptive learning to improve student success in large-enrollment gateway courses and courses that have traditionally had unacceptably high levels of D and F grades and course withdrawals (DFW). Since 2014, UCF instructors in a wide variety of disciplines have adopted adaptive learning systems (e.g. Realizeit, ALEKS from McGraw-Hill, Knewton Alta, Acrobatiq, and others), and the Center for Distributed Learning (CDL) is committed to providing pedagogical and technical resources to help faculty successfully integrate the adaptive system that fits best with their teaching approach and classroom dynamic. In a Personalized Adaptive Learning (PAL) course at UCF, a portion of the overall instruction is delivered via an online adaptive learning system that customizes objective-driven content and assessments to create a personalized learning path for each student according to their knowledge, skills, and learning needs. These courses must provide a minimum of three adaptive features, with two other features listed as preferred. These features (Cavanagh, Chen, Lahcen, & Paradiso, 2020) are, in order: 1. The course consists of objective-based learning bits. 2. It presents adaptive content and assessments with timely feedback. 3. The personalized path includes prerequisite learning materials, an accelerate or remediate-system that adapts to students’ knowledge, provides analytics, and recommends personalized interventions. 4. It presents alternative adaptive content presentation (video, text, etc.) based on learning performance and learning characteristics (optional but preferred criterion). 5. It procedurally generates questions and content using variables and conditions (optional but preferred criterion). These five adaptive learning features sum up as the UCF adaptive design framework, which guides PAL course design and evaluation of existing adaptive courseware. Reference: Cavanagh, T., Chen, B., Lahcen, R. A., & Paradiso, J. (2020). Constructing a design framework and pedagogical approach for adaptive learning in higher education: A practitioner’s perspective. The International Review of Research in Open and Distributed Learning. 21(1) . VIEW THIS SESSION [Mediasite player]