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.

2. Intelligent Adaptive Learning
The What
The Learning
The R&D

3. Prototyping
- U.S. Department of Education

4. The

5. Curriculum sequencing
Multiple experiences
Customized presentation
Individualized pace
Intelligent Adaptive Learning

6. Intelligent Adaptive Learning
 Cognitive Modeling
 Intelligent analysis data
 Interactive problem
solving support

7. Why now?

8. 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.

9. The
Learning

10. Frustration or confusion
Boredom
Task
Complexity
Skill Level
1
2
Based on: Csíkszentmihályi’(1991, 2000), Vgotsky (1978), Murray & Arroyo (2002) & Arroyo (2003)

11. Next Generation Digital Learning
Staker and Horn 2012

12. Staker and Horn 2012
Next Generation Digital Learning

13. 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

14. The

15. IAL Design Elements
1) Tutoring
2) Sequencing
3) Pacing
4) Regulating cognitive load
5) Engaging through gaming
… In the context of the cognitive model

16. 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

17. Researchers have found that students
receive little if any feedback in the
classroom.
Intelligent adaptive learning systems
can change that.

18. Feedback

19. 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

20. Division with Remainders

21. Division with Remainders

22. ?
Division with Remainders

23. Design Element: Sequencing
• Sequenced curriculum and learning activities based on
student’s prior knowledge and skill levels
• Choice, challenge, engagement, and motivation

24. Frustration or confusion
Boredom
Task
Complexity
Skill Level
1
2
Based on: Csíkszentmihályi’(1991, 2000), Vgotsky (1978), Murray & Arroyo (2002) & Arroyo (2003)

25. Plan Backward from 6th Grade
The Distributive Property
(c + 9) × (n + 1)
cn + 1c + 9n + 9
25

26. 26
3rd Grade
Students learn conceptually why (2 + 4) × 6 = 6 × 6

27. 27
3rd Grade

28. 28
4th Grade

29. 29
4th Grade

30. 30
4th Grade

31. 31
5th Grade

32. 6th Grade
32

33. 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

34. Primary Engagement Environment

35. Intermediate Engagement Environment

36. 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

37. Working Memory
Thinking:
• Integrating
• Diagnosing
• Analyzing
• Sense making
• Schema developing
Long-term
Memory
Visual
Working
Memory
Visuals/Video
Verbal
Working
Memory
Talk/Sound

38. Manage Cognitive Load
• Organization of information
on screen
• Alignment of visual and
verbal information
• Screen design
• Schema building

39. 29 + 72 = ?

40. 13
12
´
2
3
= ?

41. 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

42. 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.

43. 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

44. Motivation & Performance
44

45. Sequenced Challenges
45

46. Timely, Specific Feedback
46

47. In summary
• Think research-based
• Think blended learning
• Think “next generation” cognitive modeling
• Think big data – learning analytics
• Think prototyping

48. 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.

49. 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

50. DreamBox Combines Three Essential Elements
to Accelerate Student Learning
50

51. For more information visit:
www.dreambox.com