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What to Consider When Designing Content for Adaptive Learning
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What to Consider When Designing Content for Adaptive Learning

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What to Consider When Designing Content for Adaptive Learning

What to Consider When Designing Content for Adaptive Learning

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What to Consider When Designing Content for Adaptive Learning What to Consider When Designing Content for Adaptive Learning Presentation Transcript

  • What to Consider When Designing Content for Adaptive Learning
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  • What to Consider When Designing Content for Adaptive Learning
    Speaker:Lyle Emmott,
    GreenLight Product Manager,
    SilkRoad technology
                           
    Moderator: Daniel Margolis,
    Managing Editor,
    Chief Learning Officer Magazine
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  • What to Consider When Designing Content for Adaptive Learning
    Daniel Margolis
    Managing Editor
    Chief Learning Officer magazine
    #CLOwebinar
  • What to Consider When Designing Content for Adaptive Learning
    Lyle Emmott
    GreenLight Product Manager,
    SilkRoad technology
    #CLOwebinar
  • Designing Adaptive Learning
    Using SCORM Sequencing & Navigation
  • Designing Adaptive Learning Content
    POLL
    What Industry do you represent?
    • Manufacturing
    • Healthcare/Medical
    • Technology
    • Energy & Utilities
    • Professional Services
    • Retail
    • Other
    What best describes your occupation?
    • Training Manager
    • HR Professional
    • Instructional Designer
    • Subject Matter Expert
    • Engineer
    • Other
  • Designing Adaptive Learning Content
    AGENDA
    Adaptive Learning Defined
    Types of Adaptive Learning
    Enabling Adaptive Learning
    Why Sequencing Rules?
    Applying Sequencing & Navigation
    Adaptive Learning Templates
    Sources for Further Information
  • Definition
    Adaptive learning systems:
    Adapt learning to skills and needs of learners
    Provide alternative content to achieve learning outcomes
    Provide alternative learning paths through content
  • Definition
    Adaptive learning systems:
    Adapt learning based on learners’ choices
    Allow content to be reused and repurposed for other learning opportunities
    Provide alternative choices for accessing content
  • Types of Adaptive Learning
    Content Aggregation
    • Content is aggregated based on learner selection, or learner results
    Content Presentation
    • Content presentation changes based on learner selection, or learner results
    Content Navigation
    • Learners navigate forward, back, up, down based on a learning outcome
  • Enabling Adaptive Learning
    JIT
    JUST In Time Learning
    • New-hires
    • New job, or a change in jobs
    • New location, or change in location
    JUST Enough Time Learning
    • Optimize learning time
    • Teach ONLY what needs teaching
    • Learn ONLY what needs learning
    JET
  • Enabling Adaptive Learning
    JUST In Time Learning (JIT)
    Use a Learning Management System (LMS)
    JUST Enough Time Learning (JET)
    Use SCORM Sequencing and Navigation rules
  • Why Sequencing Rules?
    • Controls how content is aggregated based on an instructional design prescription
    • Keeps content in small, reusable chunks for presentation to learners
    • Controls how the presentation adapts to learners as they navigate through content
    • Unlike branching rules, sequencing rules are not hard-coded into the SCO to increase reuse and interoperability
    • Maintains a common standard that can be interpreted by any compliant LMS.
  • Applying Sequencing Rules
    Common terms in Sequencing:
  • Applying Sequencing Rules
    Common terms in Sequencing:
    • Activity: a content item in the tree menu. Each activity has an implied objective, or an explicitly mapped objective to store user status.
  • Applying Sequencing Rules
    Common terms in Sequencing:
    • Activity: a content item in the tree menu. Each activity has an implied objective, or an explicitly mapped objective to store user status.
    • Cluster: a collection of content activities organized in a hierarchy with a single, no content header “Parent” item and a collection of “Leaf” activities.
  • Applying Sequencing Rules
    Common terms in Sequencing:
    • Activity: a content item in the tree menu. Each activity has an implied objective, or an explicitly mapped objective to store user status.
    • Cluster: a collection of content activities organized in a hierarchy with a single, no content header “Parent” item and a collection of “Leaf” activities.
    • Content Object: a collection of content activities or clusters organized in a structure to present content to learners in a sequence.
  • Applying Sequencing Rules
    Common terms in Sequencing:
    • Activity: a content item in the tree menu. Each activity has an implied objective, or an explicitly mapped objective to store user status.
    • Cluster: a collection of content activities organized in a hierarchy with a single, no content header “Parent” item and a collection of “Leaf” activities.
    • Content Object: a collection of content activities or clusters organized in a structure to present content to learners in a sequence.
    • Sequencing Rule: a logical rule applied to an activity that controls how content is sequenced for the learner.
  • Applying Sequencing Rules
    Common terms in Sequencing:
    • Objective: every Activity has an implicit objective that records the activity status for the user as they interact with the content activity
    • Shared Objective: each Activity may share objective status with another activity in the activity tree
    • Shared Global Objective: each Activity may share objective status with another activity in another activity tree or course.
  • Applying Sequencing Rules
    Sequencing and Navigation rules control users’ content experience by controlling THREE basic functions:
    FLOW
    • Controls what activity to display based on a user’s selection of NEXT or PREVIOUS.
    • Users FLOW Up or Down the object and In or Out of clusters in the object.
  • Applying Sequencing Rules
    Sequencing and Navigation rules control users’ content experience by controlling THREE basic functions:
    FLOW
    • Controls what activity to display based on a user’s selection of NEXT or PREVIOUS.
    • Users FLOW Up or Down the object and In or Out of clusters in the object.
    CHOICE
    • Controls what activity to display based on a user’s selection of an activity.
    • Only activities that are NOT disabled or hidden are available for selection.
  • Applying Sequencing Rules
    Sequencing and Navigation rules control users’ content experience by controlling THREE basic functions:
    FLOW
    • Controls what activity to display based on a user’s selection of NEXT or PREVIOUS.
    • Users FLOW Up or Down the object and In or Out of clusters in the object.
    CHOICE
    • Controls what activity to display based on a user’s selection of an activity.
    • Only activities that are NOT disabled or hidden are available for selection.
    ROLLUP
    • Controls how activity status rolls up in a cluster or content object.
  • Applying Sequencing Rules
    POLL
    What is your experience level at building content using sequencing rules?
    Little to None
    Just Learning
    Some Experience
    Considerable Experience
    Sequencing Expert
  • Applying Sequencing Rules
    • Simple sequencing is NOT simple
    • Even with an effective interface, adding sequencing rules requires a thorough understanding of how all the data elements work and control activity status
    • Implementing sequencing patterns through templates makes implementation easier
    • Templates utilize accepted instructional design principles that can be applied to most content
  • Adaptive Templates Examples
    Simple Sequencing (Prerequisite ) Model
    • Users are guided through content activities in a linear sequence
    • Users cannot advance to an activity until the previous, prerequisite activity, is SATISFIED
  • Adaptive Templates Examples
    Simple Exploration Model
    • Users have free choice from a selection of activities
    • Users then complete an assessment
    • If users fail the assessment, they must complete a remedial activity before attempting the assessment again
  • Adaptive Templates Examples
    Simple Equivalency Model
    Users have free choice from a selection of activities
    Completing any ONE of the activities SATISFIES the content for rollup
  • Adaptive Templates Examples
    Pre/Post Test Model
    • Users complete a Pre-Test diagnostic
    • Then skip activities whose objectives are PASSED and complete only those activities whose objectives were FAILED
    • Users complete a Post-Test when all activities whose objectives were FAILED have been SATISFIED
    • Users review activity content whose objectives were FAILED before attempting the Post-Test again
  • Adaptive Templates Examples
    Pre/Post Test with Remediation Model
    • Users complete a Pre-Test diagnostic
    • Then skip activities whose objectives are PASSED and complete only those activities whose objectives were FAILED
    • Users complete a Post-Test when all activities whose objectives were FAILED have been SATISFIED
    • Users complete alternate remedial activities associated for each FAILED objective
  • Adaptive Template Sources
    Advanced Distributed Learning (ADL)
    http://www.adlnet.gov
    Rustici Software
    http://scorm.com
    SilkRoad Technologies
    lyle.emmott@silkroad.com
  • Question & Answer
    Lyle Emmott
    GreenLight Product Manager,
    SilkRoad technology
    Lyle.Emmott@silkroad.com
    sales@silkroad.com
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