Adaptive Learning – Because One Size Doesn’t Fit All!
Adaptive Learning – Because One Size Doesn’t Fit All!
No one can possibly deny the fact that we are moving towards a data-driven world. With the growth of technology, our abilities to mine and scrutinize data to generate actionable insights have also grown exponentially. With the insights obtained from data, we are able to understand our users better and meet their needs more efficiently. When we talk about serving users better, higher education space is no exception. Technology plays an integral role in our academic spaces with both teaching and learning becoming increasingly dependent on it.
Anyone who has ever been in a class whether as a student or as an instructor knows that all students don’t learn at the same pace yet our courseware has been designed to do just that. In such an educational curriculum, there is no space to accommodate the wide skill/interest sets that different students bring to the classroom. In recent years, educational organizations have discarded the view that instruction must be imparted in the traditional way, everyone being taught the same courseware. It is in sync with this belief that adaptive learning has gained currency.
What is Adaptive Learning:
Adaptive learning means a customized, technology-enabled, data-driven approach to education.
It stands for online learning methods, courseware that has been customized according to the unique needs of individual learners. Along with aiding student learners and allowing instructors to use class time in a more productive way, adaptive learning methods ensure greater outcomes for educational organizations. With our Learning Management System already producing actionable insights about the student interactions, their performances, we can use data-driven technologies to design educational pathways to close the various gaps in learning.
Tools known as “adaptive e-learning systems” are primarily concerned with adaptive content and adaptive assessment.
Adaptive content is about designing specific courseware based on data-based findings obtained from learning management systems and various other e-learning tools. Based on what a student has been learning, how he/she has been performing, what interests him or her, content can be customized to help him/her excel in the academic endeavors.
Adaptive assessment means customizing a student’s assessment tests based on past evaluations, perceived level of understanding of a set of target topics.
A lot of field research reveals that adaptive e-learning has a real impact on students’ success. For example, a white paper published by Education Growth Advisors at Arizona State University reports an 18 percent increase in pass rates. Another interesting case is from the University of New South Wales where the introduction of adaptive tutorials in a foundational first-year Engineering Mechanics course led to a decline in the course drop-out rate from 31 percent to 14 percent.
The bottom line is:
While we may not be in for a pedagogical renaissance, we are certainly looking at a complete overhaul of the education system with the proliferation of adaptive learning techniques in our academic spaces.
Making use of data-driven findings, adaptive learning methods do away with the one-size-fits-all approach because one size doesn’t fit all!
Anthony Banford is an esteemed executive with 19 years of experience in technology, consulting, and education. He begins his latest chapter as Chief Revenue Officer at BlackBeltHelp, aiming to innovate in the higher education support industry. His move follows a successful stint as Head of Revenue at StudentBridge since March 2023, where he significantly contributed to the company’s merger with Full Measure Education, enhancing its service offerings.
Todd Hollrah joins BlackBeltHelp bringing 25+ years of experience managing service delivery operations for several Fortune 500 clients around the globe. After a distinguished career as an executive in the BPO industry, Todd will provide critical insight into building an exceptional customer experience combining both live voice and automated solutions.
Inspired by a family computer that always needed fixing, Chris Uthe has submerged himself in business and technology for the last 20 years. His first company, a PC repair and networking business, was started at just 16 and successfully fueled a deep interest in solving problems as he helped business customers throughout his hometown adopt technology into their business. He would go on to successfully run a media & managed IT company before joining the Ed Tech industry with a successful 13-year tenure within an ERP/SIS company leading the Student Portal & Learning Management division. His last startup, EdSolio, helped to fuel the winds of competency-based education by providing a comprehensive view of a student’s work and achievements. Chris is now focused on creating successful learners by ensuring the highest quality help and support through the use of AI backed toolsets spending the last 3 years in the student engagement and support markets.
Quaiser Absar is the Chief Technology Officer and Director of Institutional Computing at Shenandoah University in Winchester, Virginia.
Bringing in over 2 decades of experience with him, Manish has ensured seamless operations in terms of client delivery, reporting & analytics, quality, training, and transitions with a special focus on technical integrations to help reduce costs and improve the bottom-line.
Anthony has served higher education in diverse, leadership roles for over 30 years and has helped organizations thrive through his expertise in developing, analyzing, and executing growth strategies. Prior to joining BlackBeltHelp, he served in College Administration as well as in leadership roles within Blackboard Student Services and Ellucian, Inc.
Accomplished IT Specialist and Manager with extensive experience in a higher education setting and demonstrated abilities to effectively manage both student and professional staff. Self-motivated problem solver, who is skilled in managing many issues and prioritizing their importance to find resolutions in a timely and effective manner. Possesses strong abilities to adapt to new technologies by extrapolating from existing experience. Possess first-rate communication and collaboration skills to work with diverse groups effectively.
Lila Buytendorp has been serving as the Director of User Services at Moraine Park Technical College (MPTC) since 2000. In this role she is responsible for staff & lab desktop computing and end user support. She guides and supports technology based on the curriculum needs and ensures technology is implemented to support the emerging needs of the college. She builds and supports integrated systems to improve efficiencies and uses technologies to support data-driven decision making. Lila is a member of the Capital Projects Planning and Design Committee to ensure new or remodeled facilities have appropriate technology.