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Jurgen Schulte - Experiences with an Adaptive Learning Product

Jurgen Schulte is an award-winning academic at UTS who has been using an adaptive learning platform (WileyPLUS Orion) in combination with post processing of the data. In this talk he shares some of his experiences

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UTS,	
  	
  Jurgen Schulte
1NSW	
  Learning	
   Analytics	
   Working	
   Group
3	
  February	
   2016
.	
  	
  .	
  	
  .
NSW	
  Learning	
  Analytics	
  Working	
  Group
Experiences	
  with	
  an	
  Adaptive	
  Learning	
  Product
adaptive	
  testing
confidence	
  and	
  proficiency
analytics
Jurgen Schulte
SciMERIT
School	
  of	
  Mathematical	
  and	
  Physical	
  Sciences
University	
  of	
  Technology	
  Sydney
UTS,	
  	
  Jurgen Schulte
2NSW	
  Learning	
   Analytics	
   Working	
   Group
3	
  February	
   2016
Computerise Adaptive	
  Testing
Presentation	
  of	
  educational	
  material
according	
  to	
  students'	
  learning	
  needs
Adaptive Learning
AI 1970s (SCHOLAR,	
  adaptive	
  &	
  intelligent	
  learning	
  systems)
1980s (Intelligent	
  Tutoring	
  Systems)
1990s (Adaptive	
  Learning	
  Technology)
2000s (AutoTutor,	
  passed	
  Turing	
  test)
UTS,	
  	
  Jurgen Schulte
3NSW	
  Learning	
   Analytics	
   Working	
   Group
3	
  February	
   2016
www.wileyplus.com
B	
  Engineering	
  Honours
BE	
  DipEngPrac
BEngSci LLB
BE	
  (Hons)	
   BA	
  Int St
BE	
  (Hons)	
  	
  BMedSc
BE	
  (Hons)	
  	
  BSci
BEng	
  (Hons)	
  	
  DipProfEngPrac
BEng	
  (Hons)	
  	
  DipProfEngPrac
BEng	
  (Hons)	
  	
  BBus
BEng	
  (Hons)	
  	
  BCIInn
Study	
  Abroad	
  Undergraduate
…	
  various	
  sub-­‐majors
Adaptive Learning
UTS,	
  	
  Jurgen Schulte
4NSW	
  Learning	
   Analytics	
   Working	
   Group
3	
  February	
   2016
www.wileyplus.com
Adaptive Learning – Student’s View
UTS,	
  	
  Jurgen Schulte
5NSW	
  Learning	
   Analytics	
   Working	
   Group
3	
  February	
   2016
quantitative	
  problem
skills	
  required	
  to	
  solve	
  problem
no	
  multiple	
  guess	
  choice
confidence	
  level
time	
  to	
  solve
proficiency,	
  not	
  performance
level	
  of	
  challenge
track	
  record	
  on	
  this	
  topic
disciplinary	
  skill
Next round	
  of	
  problems	
  depends	
  on	
  how	
  this	
  round	
  of	
  10	
  problems	
  has	
  been	
  completed	
  	
  
Adaptive Learning – Student’s View
UTS,	
  	
  Jurgen Schulte
6NSW	
  Learning	
   Analytics	
   Working	
   Group
3	
  February	
   2016
www.wileyplus.com
Adaptive Learning – Student’s View

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Jurgen Schulte - Experiences with an Adaptive Learning Product

  • 1. UTS,    Jurgen Schulte 1NSW  Learning   Analytics   Working   Group 3  February   2016 .    .    . NSW  Learning  Analytics  Working  Group Experiences  with  an  Adaptive  Learning  Product adaptive  testing confidence  and  proficiency analytics Jurgen Schulte SciMERIT School  of  Mathematical  and  Physical  Sciences University  of  Technology  Sydney
  • 2. UTS,    Jurgen Schulte 2NSW  Learning   Analytics   Working   Group 3  February   2016 Computerise Adaptive  Testing Presentation  of  educational  material according  to  students'  learning  needs Adaptive Learning AI 1970s (SCHOLAR,  adaptive  &  intelligent  learning  systems) 1980s (Intelligent  Tutoring  Systems) 1990s (Adaptive  Learning  Technology) 2000s (AutoTutor,  passed  Turing  test)
  • 3. UTS,    Jurgen Schulte 3NSW  Learning   Analytics   Working   Group 3  February   2016 www.wileyplus.com B  Engineering  Honours BE  DipEngPrac BEngSci LLB BE  (Hons)   BA  Int St BE  (Hons)    BMedSc BE  (Hons)    BSci BEng  (Hons)    DipProfEngPrac BEng  (Hons)    DipProfEngPrac BEng  (Hons)    BBus BEng  (Hons)    BCIInn Study  Abroad  Undergraduate …  various  sub-­‐majors Adaptive Learning
  • 4. UTS,    Jurgen Schulte 4NSW  Learning   Analytics   Working   Group 3  February   2016 www.wileyplus.com Adaptive Learning – Student’s View
  • 5. UTS,    Jurgen Schulte 5NSW  Learning   Analytics   Working   Group 3  February   2016 quantitative  problem skills  required  to  solve  problem no  multiple  guess  choice confidence  level time  to  solve proficiency,  not  performance level  of  challenge track  record  on  this  topic disciplinary  skill Next round  of  problems  depends  on  how  this  round  of  10  problems  has  been  completed     Adaptive Learning – Student’s View
  • 6. UTS,    Jurgen Schulte 6NSW  Learning   Analytics   Working   Group 3  February   2016 www.wileyplus.com Adaptive Learning – Student’s View
  • 7. UTS,    Jurgen Schulte 7NSW  Learning   Analytics   Working   Group 3  February   2016 Week  3 Week  8 Week  12 Adaptive Learning – Manager View
  • 8. UTS,    Jurgen Schulte 8NSW  Learning   Analytics   Working   Group 3  February   2016 Adaptive  Learning    2D Knowledge  maturity,  personal  timeline d-­‐analysis motion forces statics momentum energy thermal electricity fluids waves optics Adaptive Learning
  • 9. UTS,    Jurgen Schulte 9NSW  Learning   Analytics   Working   Group 3  February   2016 Approach  (adaptive  learning) flexible  low  to  high  level  entry 24/7  access,  all  semester  long continuous  incremental  work start  and  work  on  preferred  topics continue  any  time  where  left  off  last ‘Adaptive  Learning’    (2D) Adaptive  to  … • learning  ability • learning  load • personal  circumstances • personal  interest • building  up  skills Adaptive Learning
  • 10. UTS,    Jurgen Schulte 10NSW  Learning   Analytics   Working   Group 3  February   2016 Data  extraction,  preparation,  analytics  … …  feed  into  weekly  Personal  Support  Actions Adaptive Learning Analytics
  • 11. UTS,    Jurgen Schulte 11NSW  Learning   Analytics   Working   Group 3  February   2016 1 2 3 4 5 6 7 8 9 10 11 12 14 15 16 17 18 19 21 22 24 26 27 33 34 0 2000 4000 6000 8000 10000 12000 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ChapterNo.5Students Week Cumulative5Questions5 Correct5Weekly5(Friday) Adaptive Learning Analytics
  • 12. UTS,    Jurgen Schulte 12NSW  Learning   Analytics   Working   Group 3  February   2016 0.0 2.0 4.0 6.0 8.0 10.0 12.0 28/07/2015 29/07/2015 30/07/2015 31/07/2015 1/08/2015 2/08/2015 3/08/2015 4/08/2015 5/08/2015 6/08/2015 7/08/2015 8/08/2015 9/08/2015 10/08/2015 11/08/2015 12/08/2015 13/08/2015 14/08/2015 15/08/2015 16/08/2015 17/08/2015 18/08/2015 19/08/2015 20/08/2015 21/08/2015 22/08/2015 23/08/2015 24/08/2015 25/08/2015 26/08/2015 27/08/2015 28/08/2015 29/08/2015 30/08/2015 31/08/2015 1/09/2015 2/09/2015 3/09/2015 4/09/2015 5/09/2015 6/09/2015 7/09/2015 8/09/2015 9/09/2015 10/09/2015 11/09/2015 12/09/2015 13/09/2015 14/09/2015 15/09/2015 16/09/2015 17/09/2015 18/09/2015 19/09/2015 20/09/2015 21/09/2015 22/09/2015 23/09/2015 24/09/2015 25/09/2015 26/09/2015 27/09/2015 28/09/2015 29/09/2015 30/09/2015 1/10/2015 2/10/2015 3/10/2015 4/10/2015 5/10/2015 6/10/2015 7/10/2015 8/10/2015 9/10/2015 10/10/2015 11/10/2015 12/10/2015 13/10/2015 14/10/2015 15/10/2015 16/10/2015 17/10/2015 18/10/2015 19/10/2015 20/10/2015 21/10/2015 22/10/2015 23/10/2015 24/10/2015 25/10/2015 26/10/2015 27/10/2015 28/10/2015 29/10/2015 30/10/2015 31/10/2015 1/11/2015 2/11/2015 3/11/2015 4/11/2015 5/11/2015 6/11/2015 7/11/2015 S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total5Time5Spent5(Days,5equvilant5to524hrs) Date,/,Week Time5Students5Spent5on5Orion5throughout5the5Semester5(Daily) Adaptive Learning Analytics
  • 13. UTS,    Jurgen Schulte 13NSW  Learning   Analytics   Working   Group 3  February   2016 Analytics  triggered  PSA P. S. A. • Weekly    personalised emails   • Status  report • Expectations • Encouragement  /  Caution   • Progress  support • Early  warning  flags
  • 14. UTS,    Jurgen Schulte 14NSW  Learning   Analytics   Working   Group 3  February   2016 Adaptive Learning Analytics Pros • informative  dash  boards • links  with  WileyPLUS gradebook • proficiency,  confidence,  diagnostic • extends  WileyPLUS problem  set • local  technical  support • free  of  charge  add-­‐on ORION Cons • separate  development  team • long  time  for  support  to  response • limited  access  to  visible  data • data  format  non-­‐standard • external  product • more  a  trial  than  a  solid  product
  • 15. UTS,    Jurgen Schulte 15NSW  Learning   Analytics   Working   Group 3  February   2016 What  did  you  value  most  about  the   assessment  structure  in  this  subject   (50%  Orion,  30%  prac,    20%  exam)? “Worked  well  for  me.  Engaging.” “I  think  Orion  is  a  fantastic  tool  but  I   would  have  used  it  more  if  the   punishment  for  answering  incorrectly  was   not  so  bad.” “I  liked  that  I  could start  where  I  had  left   off.” “Made  it  easier  to  let  me  do  it  at  my  own   pace.  Since  it  was  online  I  could  do  more   of  it  from  home.” “Get  marked on  questions  you  do  at   home  [opposed]  to  other  subjects   [where]  you  get  marked  mostly  on  test   and  assignments.” “If  something  was  due  in  another  subject   I  could  focus  on  that  then  come  back  to   Orion  knowing  it’s  not  due  yet.” “It  worked  very  well  for  me  because  I   tend  to  stress  when  a  final  exam  has  a   huge  percentage  weight.” Adaptive Learning
  • 16. UTS,    Jurgen Schulte 16NSW  Learning   Analytics   Working   Group 3  February   2016 In  your  own  opinion  and  from  experience   you  may  have  had  in  other  subjects,  do   you  believe  you  had  deeper  learning   experience  this  way  [adaptive]  compared   to  an  exam-­‐based  assessment  ? Other  subject  you  won’t  do  many  questions  for   each  chapter  but  for  this  subject  I  was  able  to   do  many  questions  on  all  chapters  which  gave   me  a  good  depth  of  knowledge.   It  was  different  because  I  was  able  to  see   improvements  on  a  weekly  basis.  I  didn’t  do   physics  at  school.  So  this  assessment  task  really   helped  me  because  I  was  able  to  do  heaps  of   questions  and  track  my  progress. Also,  having  a  big  focus  on  [problem  solving]   practise skills  is  much  more  valuable  for  overall   learning. I  found  I  was  much  more  involved  with  this   style  of  assessment. Were  there  any  other  skills  you   developed  throughout  the  process  of  this   homework  assessment  task? Time  management   Solve  problems  quicker Confidence  when  problem  solving Visualise and  solve  problems  quicker Adaptive Learning
  • 17. UTS,    Jurgen Schulte 17NSW  Learning   Analytics   Working   Group 3  February   2016 Individualised just-­‐in-­‐time   feedback “I  liked  that  Dr Jurgen  was  able  to  send   weekly  progress  reports  to  not  only  give   us  the  proficiency  scores  but  where  we   are  sitting  in  the  subject  in  order  to  get  a   pass.      It  was  a  source  of  motivation  !!” P S A
  • 18. UTS,    Jurgen Schulte 18NSW  Learning   Analytics   Working   Group 3  February   2016 Q    &    A