Adaptive Learning

What is Adaptive Learning?     

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-to-implementing-a-successful-compliance-program

     Adaptive learning refers to a process of learning in which the content taught and/or the way it is taught adapts based on an individual student’s ability or knowledge. It helps to personalize instruction and works at the pace of the learner (Oxman & Wong, 2014). While initially adopted in the K-12 education system it is now beginning to expand into higher education. Adaptive learning involves software technology that adjusts what is presents to the learner based on observing their previous behaviours to ensure they have learned the content (Feldstein, 2013).

     There are three components to adaptive learning; a content model, a learner model and an instructional model. A content model describes how the content is structured including what is to be learned, proposed sequencing and learning outcomes. The learner model is how the system is able to adjust to the learner’s needs and performance. It tracks the student’s knowledge estimates their ability level on different topics. Finally, the instructional model determines how the system chooses which content the student will learn next based on the information from above (Oxman & Wong, 2014).

Challenges

     While adaptive learning presents many opportunities it also comes with its own challenges. Most often these challenges are not associated with the technology, but within the structures that are working to implement it. An example of this is what happens to term lengths if some of the class is able to finish the content in significantly less time than others. Another common challenge identified is the significant training required for faculty, students and support personnel to implement the transition to this type of learning (Oxman & Wong, 2014).

Application & Opportunities

     In opposition of the challenges there are also many predicted opportunities and benefits to adopting adaptive learning.

• Professors are able to provide personalized exam review for students and differentiated learning experiences based on the data collected about their learning needs and gaps in understanding of the course content (Green-Lerman, 2015).

• Adaptive Learning could significantly reduce instructor and teaching assistant compensation budgets as students are able to receive personalized lessons and assistance based on their specific needs (Bowen et al., 2012).

• With improvements in computing technologies information on student’s progress can be available instantly allowing a professor to provide a targeted approach to students who need extra assistance early in a semester (Oxman & Wong, 2014). This could help reduce drop-out rates.

• In current models, not every student can afford a private tutor. The individualized approach of adaptive learning could make this support available to all students (Feldstein, 2013).

There is a positive but slow movement towards the integration of adaptive learning due to the many benefits to students, the institution, and faculty. The earliest implementation drivers are textbook publishers looking for opportunities to enhance their offerings. Companies such as McGraw-Hill are pairing adaptive learning software with textbooks to make their product both more appealing and beneficial to faculty looking for course texts (Oxman & Wong, 2014). This added-value may spark a greater shift in higher education to adaptive learning.

References

Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive learning online at public universities: evidence from randomized trials. New York: ITHAKA.

Feldstein, M. (2013, December). What Faculty Should Know About Adaptive Learning. Retrieved from http://mfeldstein.com/faculty-know-adaptive-learning/  

Green-Lerman, H. (2015, March). How Instructors Use Adaptive Assignments in the Classroom. Retrieved from http://www.knewton.com/blog/adaptive-learning/how-instructors-use-adaptive-assignments-in-the-classroom/

Oxman, S. & Wong, W. (2014, February). White Paper: Adaptive Learning Systems. Retrieved from http://snapwiz.com/wp-content/uploads/2014/03/DVx_Adaptive_Learning_White_Paper.pdf

Badges: A Trending Form of Certification in Training

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In the year 1911, the Boy Scouts of America introduced 57 original merit badges in order to create a system for tracking and displaying the accomplishments of its members. Today, many of these core badges still exist with a number of additional badges being put into place in proceeding years (Duersch, F., 2003). Awarding a badge to recognize an individual for their knowledge, experience or expertise in a particular subject area is a credible idea, so why not incorporate this system into the arena of education and training? Some organizations and institutions such as the Khan Academy as well as The University of California, Davis are doing just that (“Seven Things You,” 2012).

What is the Badge System?

With the badge system being a relatively new idea to the field of training and education, it has not yet been widely embraced. However, for those organizations, institutions and groups that are choosing to embark within this new realm of certification they are finding it a very useful method for signifying an individual's, “… accomplishments such as completion of a project, mastery of a skill, or marks of experience” (“Seven Things You,” 2012, p. 1). The badge system is being recognized as a new trend within the platform of training and education whereby a student or employee can receive due acknowledgment for more than just the traditional successful completion of a course or exam.

How does it Work?

There are slight variations in functionality when it comes to each tracking system, but all revolve around the use of digital tokens that come in the form of an icon or logo that have important information linked to each (“Seven Things You,” 2012). Mozilla’s Open Badge Initiative (OPI) is one such example of an online badge tracking system that is being utilized by interested stakeholders. An individual can be awarded a badge for the successful completion of a task as outlined by the user-specific success criterion that is aligned with learning outcomes or competency based outcomes. Each badge is connected to information, as mentioned above, including such things as links to larger skill sets or certificate programs, information about the badge earner as well as the issuer that verifies the credibility of both and the evidence that shows what the earner has done and/or completed to be awarded the badge by the issuer (Johnson, M., 2014). Once a badge is granted, it is stored in a virtual ‘backpack’ or portfolio where it can be viewed by potential institutions, organizations or groups as well as shared by the earner amongst varying social media hubs like LinkedIn or Facebook (“Seven Things You,” 2012). The badge system provides an advantage to the earner whereby networking and promotion of one's knowledge, experience and expertise is made easy and accessible. 

Training & Higher Education Arena

Khan Academy is a non-profit educational organization created by Salman Khan to provide "a free, world-class education for anyone, anywhere" (Khan Academy, n.d). Khan Academy is solely based on online learning, and as such utilizes the badge system as a means of providing its users with proof of any learning and experience gained from participation in online learning forums such as videos, discussion boards and readings. Likewise, the University of California, Davis has developed the badge system within their sustainable agriculture and food systems studies program which allows students to gain badges for participation in such things as internships, workshops and special projects (“Seven Things You,” 2012). Organizations are also embracing digital badges through means of measuring an employee’s core competencies. This can be useful by way of identifying the gaps in knowledge and expertise within a company or organization, and providing a clear focus for training needs. Further to that point, it can also help to show where the company or organization is excelling as a group and on an individual level (Johnson, M., 2014).

The badge system is far from being considered a norm within training and higher education settings. That being said, the more it is applied the more credibility it will gain. In the distant future, the badge system may very well replace the function of a classic resume, cover letter and/or portfolio with the amount of information and merit that it has the ability to store and share on the world wide web.  

References:

Duersch, F. (2003). Merit Badge Field Guide (2nd ed., p. 1-11). Logan, Utah: Fred

Duersch.

Johnson, M. (2014). The Promise of Badges for Learning and Development. Training

Industry Magazine, 30-32.

Khan Academy. (n.d.). Retrieved June 1, 2015, from

https://www.khanacademy.org/about

Mozilla Open Badges. (n.d.). Retrieved May 31, 2015, from

http://openbadges.org/earn/

Seven Things You Should Know About Badges. (2012). 1-2. Retrieved May 31, 2015,

from http://net.educause.edu/ir/library/pdf/eli7085.pdf

Social Media in the Classroom

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“The use of social media has surged globally in recent years. Based on individual companies statistics in July 2011, Facebook passed 750 million users (2011); LinkedIn had over 100 million members (2011); Twitter hit over 177 million tweets per day (2011); YouTube reached three billion views every day (2011). Social media are infiltrating the educational arena” (Chen & Bryer, 2012, 89). From this quote it can be asserted that the use of social media is constantly rising. Post-secondary students and their instructors are using social media on a daily basis, thus researchers have taken a keen interest in the use of social media in classrooms (Chen & Bryer, 2012). The term social media is a broad concept and incorporates a large variety of tools; such as Facebook, Twitter, MySpace, LinkedIn, Wikis, Blogs, and YouTube (Moran, Seaman & Tinti-Kane, 2011).

However, as the use of social media infiltrates many areas of society many educational professionals ask this question – does social media belong in a classroom?

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Benefits of Educational Social Media

Many educational researchers and professionals view learning as a social event. “The basis principle is that students learn most effectively by engaging carefully selected collaborative problem-solving activities” (Chen & Bryer, 2012, 88). The use of social media in the classroom allows students the ability to communicate and interact with classmates and instructors no matter where they are located. Learners can be at home, a coffee shop, or on vacation and can still have access to their learning materials and classmates. As Jonas Gikas and Michael Grant (2013) state in their article it “provides learners opportunities to collaborate, discuss content with classmates and instructors, and create new meaning” (p. 20).

Social media also allows for diversity in learning. Instructors can use social media to deliver information in various ways and students can use it to apply their learning (Gikas & Grant, 2013). YouTube is a very common social media tool used in education. YouTube can provide students the opportunity to experience a variety of demonstrations and the application of skills. That same course could have students work together to develop blogs about specific topics. Therefore, students are not subject to routine learning methods.

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Networking is a huge benefit of having students use social media in the classroom. As Chen & Bryer (2012) state “students could benefit from internship and job opportunities through social networks” (p. 93). Instructors could have students create LinkedIn profiles for example. This is a way for students to join professional associations and market themselves. It is also a great way to keep up with advancements in their future fields by following LinkedIn professional and News sites associated with their educational field.

An obvious benefit is that many students today are living in the tech-world. Young learners grew up with technology; they use it everyday. Employing social media in a classroom may act as a motivational tool to get students involved. If it is something they are going to be using anyway, why not get them to bring their experiences into the classroom.

Challenges of Educational Social Media

With any technology come potential challenges. Two common concerns are privacy and ethics. These concerns can be viewed from both the instructor and the student’s perspective (Chen & Bryer, 2012). For example, questions may arise surrounding what should actually be included in social media profiles, how much information should they share, and what should the information be used for.

Another challenge is the amount of time and resources that need to be invested to effectively use social media in the educational setting (Moran, Seaman & Tinti-Kane, 2011). This includes training, development, and implementation. Instructors will need to be trained in how to use, develop and implement social media into their delivery. While a large representative of students use social media on a daily basis in their personal lives, many will need training in how to use it to aid in their learning. Moreover, both instructors and students need to be accepting and supportive of using social media (Chen & Bryer, 2012).

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While the idea is for social media to be used for educational purposes there still exists the possibility that students will use it for personal reasons during class time. There is concern surrounding the potential distractions that involving social media in curriculum might cause to students (Gikas & Grant, 2013). It raises the question of how would the instructor monitor students’ use of social media and how much time would that occupy. There is a possibility that this would be detrimental to the educational environment.

References

Chen, B. & Bryer, T. (2012). Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning. The International Review of Research in Open and Distance Learning, 13(1), 87-104.

Gikas, M. & Grant, M. (2013). Mobile Computing Devices in Higher Education: Student Perspectives on Learning with Cellphones, Smartphones & Social Media. Internet and Higher Education, 19, 18-26.

Moran, M., Seaman, J. & Tinti-Kane, H. (2011). Teaching, Learning, and Sharing: How Today’s High Education Faculty Use Social Media. Retrieved from http://files.eric.ed.gov/fulltext/ED535130.pdf.