But What Does It Mean? Defining, Measuring, and Analyzing ...
Defining Adaptive Learning Technology: What it is, how it works, and why it’s being used
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Adaptive Learning Technology: What it is, how it works, and why it’s being used Tim Hudson, PhD Senior Director of Curriculum Design DreamBox Learning @DocHudsonMath December 3, 2013
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As online learning opportunities expand and blended learning models continue to evolve, it's critical to ensure education remains student-centered and focused on key learning goals. Whether students are in the classroom or using technology, it’s important for all of them to receive personalized, differentiated support as they learn. The use of "adaptive" learning technology is increasing as a way to improve the differentiation and personalization of learning for each unique student. Attend this web seminar to learn from an experienced public educator, curriculum leader, and digital learning designer. Participants will hear about recent trends in adaptive learning, the pedagogical implications of adaptive technologies, and how digital experiences can empower students to think independently, receive specific feedback, and self-direct their learning
Transcript of Defining Adaptive Learning Technology: What it is, how it works, and why it’s being used
Adaptive Learning Technology:
What it is, how it works, and why it’s being used
Tim Hudson, PhDSenior Director of Curriculum
DesignDreamBox Learning@DocHudsonMath
December 3, 2013
Session Overview• Share results of the first K-12 survey to focus exclusively on adaptive learning technology
• Define characteristics of adaptive learning• Examine the pedagogical implications of
adaptive technologies• Consider how digital experiences can
empower students to think independently, receive specific feedback, and self-direct their learning.
Survey Goals• Determine how many educators are
currently using programs they believe to be adaptive
• Assess the general understanding and perception of adaptive learning technology by professionals considering ed-tech products
• Clear up confusion about level of adaptivity in available learning programs
Note: Survey conducted by Tech & Learning (www.techlearning.com) and commissioned by DreamBox Learning
Survey Definition
“Adaptive learning systems are software-based technologies that
automatically customize curriculum to the knowledge level of the learner. The algorithms actively track and access
student performance to provide feedback to the teacher and student about the student’s progress on an
ongoing basis.”
Why Adaptive?Why Differentiated?Why Individualized?Why Personalized?
Logistical Classroom Reality
March 1:Long
Division
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If teachers could work 1-1 with ALL…
Decimal Long
Division
Step-by-Step
Scaffolding
Partial Quotients
Fraction Division
Requires More:• Assessments• Time for Testing• Time for Scoring• Data• Content Knowledge• Resources
Basic Multiplicatio
n
Differentiation Defined
• Educators’ Purpose…• All students must master important content.• Make specific and continually evolving plans to
connect each learner with key content.• Expect differences in the nature of scaffolding.
• Therefore we Ask…• What does this student need at this moment in
order to be able to progress with this key content, and what do I need to do to make that happen?”
Leading and Managing a Differentiated Classroomby C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14
Survey Respondents
• 3,000 educators, technology directors, administrators
• 2/3 are in public school systems• 40% reported using adaptive
learning software (1,200 users)
Findings
70% cite intervention as #1 reason to use adaptive learning
software
Findings40% use it for enrichment
49% use adaptive learning software as a supplement to curriculum
42% use it as core curriculum
Findings 80% use adaptive math software
78% use adaptive reading software
Use Ranking by Grade
1. Grades 3-5
2. Grades 6-8
3. Grades K-2
Perceived ‘Features’
Perceived ‘Bugs’
Type of ‘Adaptivity’
Most Important Aspect?
Obstacles or Challenges
The “Other” Challenges
Infrastructure Barriers• Insufficient high-speed
bandwidth• Hardware and technology
infrastructure challenges• Lack of professional
development
Confusion about ‘Adaptive’Programs have elements of adaptive learning but are not fully adaptive:
• Adaptive testing only• Assessment only• Test prep only• Differentiation depends on teacher
assignment of content• Pedagogical understanding
AdaptiveLearningPlatform or
Program
AdaptiveLearningPlatform or
Program
Learning Requires Adaptivity“…pay close attention to the individual progress of each student and devise tasks that are appropriate…”
“Present students with ‘just manageable difficulties’ – that is, challenging enough to maintain engagement, but not so difficult as to lead to discouragement.”
p. 24Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (2nd ed.). Washington, D.C.: National Academy Press.
Learning Requires Feedback“…assessments should provide students with opportunities to revise and improve their thinking, help students see their own progress over [time], and help teachers identify problems that need to be remedied.”
p. 25
Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (2nd ed.). Washington, D.C.: National Academy Press.
Learning is not LinearDreamBox Learning: Intelligent Adaptive Learning Engine
© DreamBox Learning
Wiggins on “Mastery”“Indeed, many modern software solutions now exist to help educators track endless small objectives, in the name of "mastery," "proficiency," or "competency." In some units, students cannot advance to the next level until they test out on interim assessments of such bits of knowledge.”“How Good is Good Enough?” G. Wiggins, ASCD © 2013
Learning to Drive?
Monday Tuesday Wednesday Thursday
Friday
AdaptiveLearningPlatform or
Program
Adaptivity Alone Doesn’t Resultin Learning & Understanding
Will County, Illinois One-Room Schoolhouse, http://polarbearstale.blogspot.com/
MathPacket
1Math
Packet 2
MathPacket
4
MathPacket
7
MathPacket
3 MathPacket
8
MathPacket
2Math
Packet 3
MathPacket
3
Wiggins on “Mastery”“…the original sin in curriculum design: Take a complex whole, divide it into small pieces, string those together in a rigid sequence of instruction and testing, and call completion of this sequence "mastery."
“How Good is Good Enough?” G. Wiggins, ASCD © 2013
“Adaptivity” as “Behavior Reinforcement”• Conditioning the mind to
remember information using tiny, incremental skill steps given to students in repetitive feedback loops
http://teorije-ucenja.zesoi.fer.hr/doku.php?id=instructional_design:programmed_instruction
Similar Approaches
• Programmed Instruction (PI) Skinner’s “Teaching Machines”
• Computer Assisted Instruction (CAI)
• Explicit Direct Instruction (EDI)
• Individually Prescribed Instruction (IPI)
“Benny’s Rules”
Learning Design Limitation• Programmed Instruction (PI)
Skinner’s “Teaching Machines”
• Computer Assisted Instruction (CAI)
• Explicit Direct Instruction (EDI)
• Individually Prescribed Instruction (IPI)
“Benny’s Rules”
Plan Curriculum Backwards
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction
Understanding by Design, Wiggins & McTighe, ©2005
Replacing textbooks?
Instructional ApproachFrom a 5th grade teacher in NY:“I had a lot of good people teaching me math when I was a student – earnest and funny and caring. But the math they taught me wasn’t
good math. Every class was the same for eight years:
‘Get out your homework, go over the homework, here’s the new set of
exercises, here’s how to do them. Now get started. I’ll be around.’”
p. 55, Teaching What Matters Most, Strong, Silver, & Perini, ©2001
Common Teaching Cycle
Whole Class or Small Group
Instruction
Guided Practice
Whole Class
Assessment
Use Data Formatively to Plan
Use Data Summativel
y
Teaching as Content Delivery
Whole Class or Small Group
Instruction
Guided Practice
Whole Class
Assessment
Use Data Formatively to Plan
Use Data Summativel
y
Let Me Show You How To
DoX
Now You Go Do
X
Can You Independentl
y DoX?
Maybe You Need
to Be Shown X
Again
You KnowX
Instruction
Let Me Show You How To
DoX
Now You Go Do
X
Can You Independentl
y DoX?
Maybe You Need
to Be Shown X
Again
You KnowX
Who is doing the thinking?
Learning Outcomes?“They were so concerned with
making sure we knew how to do every single procedure we never
learned how to think mathematically. I did well in math but I never understood what I was doing. I remember hundreds of procedures but not one single
mathematical idea.”p. 55, Teaching What Matters Most, Strong, Silver, & Perini,
©2001
Acquire Knowledge and SkillsInformation, FactsProcedures
Make MeaningConcepts, IdeasContexts, Situations
TransferIndependent UseUnfamiliar Situations
© Authentic Education
Types of Learning OutcomesA-M-T
Fullan: Alive in the Swamp
Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk
“Technology–enabled innovations have a different problem, mainly pedagogy and outcomes. Many of the innovations, particularly those that provide online content and learning materials, use basic pedagogy – most often in the form of introducing concepts by video instruction and following up with a series of progression exercises and tests. Other digital innovations are simply tools that allow teachers to do the same age-old practices but in a digital format.” (p. 25)
Explicit Input, Video
Lecture, Textbook Reading,
Dependent Practice,
Homework, Worksheet
Independent Practice,
Quiz, Test
Mistakes on the Quiz
or Test
Record it in the
Gradebook
Digital Content Delivery
Record it in the
Gradebook
Explicit Input, Video
Lecture, Textbook Reading,
Dependent Practice,
Homework, Worksheet
Independent Practice,
Quiz, Test
Mistakes on the Quiz
or Test
Record it in the
Gradebook
No Pedagogical Change
Massive Open Online Course (MOOC)
“Each MOOC varies in content, requirements, prerequisites and length, Tarte said. Some will contain video lectures, some might have selected readings, and some courses provide quizzes periodically so students can test their understanding of the material.”
High School to Offer College Courses Onlinewww.emissourian.com, November 27, 2013
Curse of the Familiar“You, hungry entrepreneur…are
going to take some familiar feature of classroom experience – the textbook, the flashcard, the
lecture, the worksheet, the sticker, the behavior chart – and you will
digitize that feature.”
-Justin Reich on EdWeekNovember 20, 2013
http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html
School & Home Work
At School:Explicit
Instruction & Problem
Solving
At Home:Practice Problems
Whole Class
Assessment
Maybe you need to be shown X
again
Use Data Summativel
y
Meaningful Flip?
At Home:Explicit
Instructional Videos &
Online Practice
At School:Guided
Practice & Problem Solving
Whole Class
Assessment
Maybe You Need to
Watch the Video Again
Use Data Summativel
y
Fullan: Alive in the Swamp“While these innovations may be an incremental improvement such that there is less cost, minor classroom efficiency and general modernisation, they do not, by themselves, change the pedagogical practice of the teachers or the schools [or learning programs and platforms].” (p. 25)
Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk
Data inform the
Adaptive Engine
Common “Adaptive” Design
Explicit Input, Video
Lecture, Textbook Reading,
Dependent Practice,
“Worksheet” Problems
Digitized Quiz/Test
Items
Mistakes on the Quiz or Test Items
Curse of the Familiar“If our problems are mere inefficiencies – if we need students
doing basically exactly what they've been doing before but
faster – then the gambit of building apps that mirror typical classroom practices will work out
great.”
-Justin Reich on EdWeekNovember 20, 2013http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html
Curse of the Familiar“If you think that the problems in classrooms are not just about kids
doing things a little faster, but doing different things than is current practice, then you need
to build things that will be unfamiliar.”
-Justin Reich on EdWeekNovember 20, 2013
http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html
SAMR Model by Dr. Ruben R. Puentedura, www.hippasus.com/rrweblog
Active and Passive
"The old teaching method — you know, where a teacher says something and you write it down and then take a test — that's about as passive as it gets… This idea pushes kids to be more actively involved since, by and large, it's something we're both learning together. That leads to a lot of innovative teaching — and a lot of innovative learning, for that matter.”
“Coding in the Curriculum” September 2013http://mashable.com/2013/09/22/coding-curriculum
Learning Principle
“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
DreamBox Approach to Adaptive
Engage with & Make
Sense of a Situation
or Context
Student’s Own
Ideas & Intuition
Specific, Instant, Custom
Feedback
Engine Adapts & Differentiate
s
Student Independently Transfers
“Offline,” Too
Student Independently Transfers
“Offline,” Too
Engineered for Realizations
Engage with & Make
Sense of a Situation
or Context
Student’s Own
Ideas & Intuition
Specific, Instant, Custom
Feedback
Engine Adapts & Differentiate
s
Student Independently Transfers
“Offline,” Too
Don’t Start by Telling
“Providing students with opportunities to first grapple with specific information relevant to a topic has been shown to create a
‘time for telling’ that enables them to learn much more from an
organizing lecture.”
How People Learn, p. 58
This student doesn’t know
anything about
fractions.
How should she start?
“Unfamiliar” Print Resource
Contexts for Learning
• Cathy Fosnot & Colleagues• “10 day” Units based on 1
or 2 contexts per unit• Building a mathematical
community• Young Mathematicians at
Work
Classroom Learning Experience: Field Trip
Field Trips and Fund-Raisers: Introducting Fractions, C.T. Fosnot, Heinemann © 2007, used with permission
3
4
4
5
7
8
3
5
Dewey, 1916
Democracy & Education
Chapter 12: Thinking in Education
“…thinking is the method of an educative experience. The essentials of method are
therefore identical with the essentials of reflection.”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
Dewey, 1916
“First that the pupil have a genuine situation of experience—that there be a continuous activity in which he is interested for its own sake.”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
Field trip + Lunch = Interest
Dewey, 1916
“Secondly, that a genuine problem develop within this situation as a stimulus to thought.”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
Is it fair?
Dewey, 1916
“Third, that he possess the information and make the observations needed to deal with it.”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
Time for sense-making, modeling, manipulatives, & conversation
Dewey, 1916“Fourth, that suggested solutions occur to him
which he shall be responsible for developing in an orderly way.”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
How do we know when something “occurs” to a student?
5th grader in intervention: “So it looks like a half of a fifth is a tenth.
That’s easy!”
Dewey, 1916“Fifth, that he have opportunity and occasion to test
his ideas by application, to make their meaning clear and to discover for himself their validity.”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
Convince yourself through inquiry, exploration, feedback
Learning Scienceis more important
thanData Science
Improve Learning“Contemporary school reform efforts… typically focus too much on various means: structures, schedules, programs, PD, curriculum, and instructional practices (like cooperative learning)”
[or adaptive learning][or blended learning][or flipped classrooms][or iPads, hardware, etc]
p. 234-235, Wiggins & McTighe, © 2007
Improve Learning
“Certainly such reforms serve as the fuel for the school improvement engine, but they must not be mistaken as the destination…[which is] improved learning.”
p. 234-235, Wiggins & McTighe, © 2007
Edtechdigest.com:
“Adaptive” Learning Technologies:
Pedagogy Should Drive Platform
Fully Adaptive Learning Program Characteristics • Content engages & motivates
students• Continual & ongoing assessment that
differentiates uniquely with varying scaffolds
• Personalized learning path within and between lessons in real time
• Student performance data immediately available to teachers
Truly Adaptive Learning Technology requires dynamic content be
built from the ground up to invite, analyze and respond to initial
conceptions.
Real-Time Formative AssessmentWhat incorrect answers would we expect on a problem like 29 + 62?
19 Student adds all four digits33 Student believes this is a subtraction problem81 Student does not regroup to the tens place92 Arithmetic error in ones place811 Student adds each column independently2962 Student combines digits
• How would you “score” each error?• How would you respond to each error?• What lesson(s) need to come before & after?• Which of these errors are “naturally occurring?”
This student doesn’t know
anything about angles or measuring
angles.
How should she start?
Plan Curriculum Backwards
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction
Understanding by Design, Wiggins & McTighe, ©2005
Angle Measurement – Common Core
4.MD.6Measure angles in whole-number degrees using a
protractor. Sketch angles of specified measure.
4.MD.7Recognize angle measure as additive. When an
angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
Digital Substitution
When an angle is decomposed into non-
overlapping parts, the angle measure of the whole is the sum of the angle measures
of the parts.
Angle Measurement – Common Core
4.MD.5aAn angle is measured with reference to a circle with
its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
4.MD.5bAn angle that turns through n one-degree angles is
said to have an angle measure of n degrees.
Angle Measurement – Common Core
4.MD.5aAn angle is measured with reference to a circle with
its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
4.MD.5bAn angle that turns through n one-degree angles is
said to have an angle measure of n degrees.
Angle Measurement in DreamBox
© DreamBox Learning
What Occurs to a Student?
© DreamBox Learning
“The child doesn’t have to be told by a teacher whether he’s right or wrong. He can see for himself whether it works. That’s what science and knowledge is about.”
– Seymour Papert
Open-Ended
© DreamBox Learning
Angle Measurement in DreamBox
© DreamBox Learning
Common Core Standards for Mathematical Practice
“Let me explain how a mathematician
thinks.”
“I’ve shown you the mathematical
structure.Now go use it.”
Instruction
“As you independently solve this problem, you’ll be thinking
like a mathematician.”
“On your own, you’ll need to look for the
structure. And find it.Then use it.”
Learning Experience
Q & A
DreamBox Combines Three Essential Elements to Accelerate Student Learning
91
DreamBox Lessons & Virtual Manipulatives
Intelligently adapt & individualize to:• Students’ own intuitive strategies
• Kinds of mistakes
• Efficiency of strategy
• Scaffolding needed
• Response time
Robust Reporting
Reporting for Differentiation
DreamBox supports small group and whole class instructional resources
• Interactive white-board teacher
lessons
www.dreambox.com/teachertools
• Tutorials for virtual manipulatives
• Concept video introductions
