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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Speaker: Lyle Emmott, GreenLight Product Manager, SilkRoad technology

Moderator: Daniel Margolis,

Managing Editor,

Chief Learning Officer Magazine


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Daniel MargolisManaging EditorChief Learning Officer magazine


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Lyle EmmottGreenLight Product Manager, SilkRoad technology


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Designing Adaptive LearningUsing SCORM Sequencing & Navigation

Designing Adaptive Learning Content

POLL1. What Industry do you represent?

• Manufacturing• Healthcare/Medical • Technology • Energy & Utilities • Professional Services• Retail • Other

2. What best describes your occupation?• Training Manager• HR Professional• Instructional Designer• Subject Matter Expert• Engineer• Other

Designing Adaptive Learning Content

AGENDA

Adaptive Learning DefinedTypes of Adaptive LearningEnabling Adaptive LearningWhy Sequencing Rules?Applying Sequencing & NavigationAdaptive Learning TemplatesSources 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 resultsContent Presentation• Content presentation changes based on learner

selection, or learner resultsContent Navigation• Learners navigate forward, back, up, down based

on a learning outcome

Enabling Adaptive Learning

JUST In Time Learning• New-hires• New job, or a change in jobs• New location, or change in locationJUST Enough Time Learning• Optimize learning time• Teach ONLY what needs teaching• Learn ONLY what needs learning

JIT

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:


Common terms in Sequencing:o Activity: a content item in the tree

menu. Each activity has an implied objective, or an explicitly mapped objective to store user status.




o Cluster: a collection of content activities organized in a hierarchy with a single, no content header “Parent” item and a collection of “Leaf” activities.





o Content Object: a collection of content activities or clusters organized in a structure to present content to learners in a sequence.





o Content Object: a collection of content activities or clusters organized in a structure to present content to learners in a sequence.

o Sequencing Rule: a logical rule applied to an activity that controls how content is sequenced for the learner.


Common terms in Sequencing:o Objective: every Activity has an

implicit objective that records the activity status for the user as they interact with the content activity

o Shared Objective: each Activity may share objective status with another activity in the activity tree

o Shared Global Objective: each Activity may share objective status with another activity in another activity tree or course.


FLOWo Controls what activity to display based on

a user’s selection of NEXT or PREVIOUS.o Users FLOW Up or Down the object and

In or Out of clusters in the object.

Sequencing and Navigation rules control users’ content experience by controlling THREE basic functions:





CHOICEo Controls what activity to display based on

a user’s selection of an activity.o Only activities that are NOT disabled or

hidden are available for selection.






CHOICEo Controls what activity to display based on

a user’s selection of an activity.o Only activities that are NOT disabled or

hidden are available for selection.


ROLLUPo Controls how activity status rolls up in a

cluster or content object.


POLL1. What is your experience level at building

content using sequencing rules?a. Little to Noneb. Just Learningc. Some Experienced. Considerable Experiencee. Sequencing Expert


• 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


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


Simple Equivalency Model• Users have free choice from

a selection of activities• Completing any ONE of the

activities SATISFIES the content for rollup


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


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

[email protected]

http://www.adlnet.gov/

http://scorm.com/

mailto:[email protected]

Lyle EmmottGreenLight Product Manager, SilkRoad technology

[email protected] [email protected]

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What to Consider When Designing Content for Adaptive Learning