Intelligent Adaptive Learning
The What
The Learning
The R&D
Prototyping
- U.S. Department of Education
The
Curriculum sequencing
Multiple experiences
Customized presentation
Individualized pace
Intelligent Adaptive Learning
Intelligent Adaptive Learning
 Cognitive Modeling
 Intelligent analysis data
 Interactive problem
solving support
Why now?
Intelligent Adaptive Learning
Intelligent adaptive learning (IAL) is defined as
digital learning that:
• immerses students...
The
Learning
Frustration or confusion
Boredom
Task
Complexity
Skill Level
1
2
Based on: Csíkszentmihályi’(1991, 2000), Vgotsky (1978), ...
Next Generation Digital Learning
Staker and Horn 2012
Staker and Horn 2012
Next Generation Digital Learning
Intelligent Adaptive Learning
Student
Database
of
Student
Data
Continuous
capture and
storing of data
Cognitive Model/
Dat...
The
IAL Design Elements
1) Tutoring
2) Sequencing
3) Pacing
4) Regulating cognitive load
5) Engaging through gaming
… In the c...
Design Element: Tutoring
• Tutoring, whether on the computer or in-person,
when done well, is twice as effective as classr...
Researchers have found that students
receive little if any feedback in the
classroom.
Intelligent adaptive learning system...
Feedback
Learning Principles
• “An understanding is a learner
realization about the power of
an idea.”
• “Understandings cannot be
...
Division with Remainders
Division with Remainders
?
Division with Remainders
Design Element: Sequencing
• Sequenced curriculum and learning activities based on
student’s prior knowledge and skill lev...
Frustration or confusion
Boredom
Task
Complexity
Skill Level
1
2
Based on: Csíkszentmihályi’(1991, 2000), Vgotsky (1978), ...
Plan Backward from 6th Grade
The Distributive Property
(c + 9) × (n + 1)
cn + 1c + 9n + 9
25
26
3rd Grade
Students learn conceptually why (2 + 4) × 6 = 6 × 6
27
3rd Grade
28
4th Grade
29
4th Grade
30
4th Grade
31
5th Grade
6th Grade
32
Design Element: Pacing
• Mastery learning works. Average student gains 22
percentile points in academic achievement over
r...
Primary Engagement Environment
Intermediate Engagement Environment
Design Element: Regulating
Cognitive Load
• Working memory is limited to:
~ 7 things in verbal working memory
~ 4 things i...
Working Memory
Thinking:
• Integrating
• Diagnosing
• Analyzing
• Sense making
• Schema developing
Long-term
Memory
Visual...
Manage Cognitive Load
• Organization of information
on screen
• Alignment of visual and
verbal information
• Screen design...
29 + 72 = ?
13
12
´
2
3
= ?
Design Element: Engaging
through Gaming
• Student engagement can be increased through:
• Logical sequencing of curriculum
...
NON-INTERACTIVE
Multimodal Learning
INTERACTIVE
Multimodal Learning
BASIC SKILLS HIGHER ORDER SKILLS
Average
Student
**Per...
Gaming
Five principles of effective gaming also serve as important
elements of intelligent adaptive learning systems:
• Se...
Motivation & Performance
44
Sequenced Challenges
45
Timely, Specific Feedback
46
In summary
• Think research-based
• Think blended learning
• Think “next generation” cognitive modeling
• Think big data –...
Prototyping
- U.S. Department of Education
Purchasers of digital learning resources and
those who mandate their use should...
Bottom Line
• Definitive research studies are underway
• In the meantime, the design of intelligent adaptive
learning syst...
DreamBox Combines Three Essential Elements
to Accelerate Student Learning
50
For more information visit:
www.dreambox.com
Intelligent Adaptive Learning - An Essential Element of 21st Century Teaching and Learning
Upcoming SlideShare
Loading in …5
×

Intelligent Adaptive Learning - An Essential Element of 21st Century Teaching and Learning

717
-1

Published on

Providing truly differentiated, individualized instruction has been a goal of educators for decades, but new technologies available today are empowering schools to implement this form of education in a way never before possible. Intelligent adaptive learning software is able to tailor instruction according to each student’s unique needs, understandings and interests while remaining grounded in sound pedagogy.

Attend this web seminar to hear the latest findings from Cheryl Lemke, of the research firm Metiri Group, about how intelligent adaptive learning works, the role the technology can play in raising student achievement, and the research base required for districts to invest wisely in these new tools.

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
717
On Slideshare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
32
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Intelligent Adaptive Learning - An Essential Element of 21st Century Teaching and Learning

  1. 1. Intelligent Adaptive Learning The What The Learning The R&D
  2. 2. Prototyping - U.S. Department of Education
  3. 3. The
  4. 4. Curriculum sequencing Multiple experiences Customized presentation Individualized pace Intelligent Adaptive Learning
  5. 5. Intelligent Adaptive Learning  Cognitive Modeling  Intelligent analysis data  Interactive problem solving support
  6. 6. Why now?
  7. 7. Intelligent Adaptive Learning Intelligent adaptive learning (IAL) is defined as digital learning that: • immerses students in modular learning environments • where every decision a student makes is captured, considered in the context of sound learning theory, and • is used to guide the student’s learning experiences, to adjust the student’s path and pace within and between lessons, and to provide formative and summative data to the student’s teacher.
  8. 8. The Learning
  9. 9. Frustration or confusion Boredom Task Complexity Skill Level 1 2 Based on: Csíkszentmihályi’(1991, 2000), Vgotsky (1978), Murray & Arroyo (2002) & Arroyo (2003)
  10. 10. Next Generation Digital Learning Staker and Horn 2012
  11. 11. Staker and Horn 2012 Next Generation Digital Learning
  12. 12. Intelligent Adaptive Learning Student Database of Student Data Continuous capture and storing of data Cognitive Model/ Data Analysis Continuous data feed *Designed pedagogically to engage students. Classroom Intelligent feedback to student Data on student progress Adapt sequencing, navigation, pace, pedagogy, and presentation* Intelligent feedback to system Modular Curriculum* Learning Activities* Embedded, Adaptive, Continuous Assessment* Real-time data capture of student actions, solutions, and explorations online Teacher
  13. 13. The
  14. 14. IAL Design Elements 1) Tutoring 2) Sequencing 3) Pacing 4) Regulating cognitive load 5) Engaging through gaming … In the context of the cognitive model
  15. 15. Design Element: Tutoring • Tutoring, whether on the computer or in-person, when done well, is twice as effective as classroom learning • The secret sauce in tutoring is targeted feedback • Targeted feedback has been found to increase the average student’s learning by 27 percentile points
  16. 16. Researchers have found that students receive little if any feedback in the classroom. Intelligent adaptive learning systems can change that.
  17. 17. Feedback
  18. 18. Learning Principles • “An understanding is a learner realization about the power of an idea.” • “Understandings cannot be given; they have to be engineered so that learners see for themselves the power of an idea for making sense of things.” p. 113, Schooling by Design, Wiggins & McTighe, ©2007
  19. 19. Division with Remainders
  20. 20. Division with Remainders
  21. 21. ? Division with Remainders
  22. 22. Design Element: Sequencing • Sequenced curriculum and learning activities based on student’s prior knowledge and skill levels • Choice, challenge, engagement, and motivation
  23. 23. Frustration or confusion Boredom Task Complexity Skill Level 1 2 Based on: Csíkszentmihályi’(1991, 2000), Vgotsky (1978), Murray & Arroyo (2002) & Arroyo (2003)
  24. 24. Plan Backward from 6th Grade The Distributive Property (c + 9) × (n + 1) cn + 1c + 9n + 9 25
  25. 25. 26 3rd Grade Students learn conceptually why (2 + 4) × 6 = 6 × 6
  26. 26. 27 3rd Grade
  27. 27. 28 4th Grade
  28. 28. 29 4th Grade
  29. 29. 30 4th Grade
  30. 30. 31 5th Grade
  31. 31. 6th Grade 32
  32. 32. Design Element: Pacing • Mastery learning works. Average student gains 22 percentile points in academic achievement over results from conventional classroom • The use of computers is more effective when the student is in control of the pacing, time allocations for mastery, sequencing and pacing of instructional materials, choice of practice items, and review process
  33. 33. Primary Engagement Environment
  34. 34. Intermediate Engagement Environment
  35. 35. Design Element: Regulating Cognitive Load • Working memory is limited to: ~ 7 things in verbal working memory ~ 4 things in visual working memory • Manage cognitive load
  36. 36. Working Memory Thinking: • Integrating • Diagnosing • Analyzing • Sense making • Schema developing Long-term Memory Visual Working Memory Visuals/Video Verbal Working Memory Talk/Sound
  37. 37. Manage Cognitive Load • Organization of information on screen • Alignment of visual and verbal information • Screen design • Schema building
  38. 38. 29 + 72 = ?
  39. 39. 13 12 ´ 2 3 = ?
  40. 40. Design Element: Engaging through Gaming • Student engagement can be increased through: • Logical sequencing of curriculum • Novelty and variety • Student choice • Intellectual safety • Clarity of goals
  41. 41. NON-INTERACTIVE Multimodal Learning INTERACTIVE Multimodal Learning BASIC SKILLS HIGHER ORDER SKILLS Average Student **Percentile Ranking on Higher Order or Transfer Skills *Percentile Ranking on Retention of Basic Skills MULTIMODAL VS. TRADITIONAL, UNIMODAL LEARNING +9 Percentile* increase for average student II. +32 Percentile** increase for average student III. +21 Percentile* increase for average student I. +20 Percentile** increase for average student IV.
  42. 42. Gaming Five principles of effective gaming also serve as important elements of intelligent adaptive learning systems: • Sequenced challenges • “Just in time” and “on demand” information • Performance before competence • Motivation and attention • Timely and specific feedback – Gee 2003
  43. 43. Motivation & Performance 44
  44. 44. Sequenced Challenges 45
  45. 45. Timely, Specific Feedback 46
  46. 46. In summary • Think research-based • Think blended learning • Think “next generation” cognitive modeling • Think big data – learning analytics • Think prototyping
  47. 47. Prototyping - U.S. Department of Education Purchasers of digital learning resources and those who mandate their use should seek out and use evidence with respect to the claims made about each resource’s capabilities, implementation, and effectiveness.
  48. 48. Bottom Line • Definitive research studies are underway • In the meantime, the design of intelligent adaptive learning systems is research based and warrants a serious look, use, and prototyping by educators • In doing so, it is critical that the cognitive model upon which the IAL is based aligns with the school’s pedagogical approach
  49. 49. DreamBox Combines Three Essential Elements to Accelerate Student Learning 50
  50. 50. For more information visit: www.dreambox.com
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×