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Designing for Student Success in Times of Uncertainty: Adaptive / Active Learning
Peter van Leusen, Ph.D.
ASU is a comprehensive public research university, measured not by whom it excludes, but by whom it includes and how they succeed; advancing research and discovery of public value; and assuming fundamental responsibility for the economic, social, cultural and overall health of the communities it serves.
ASU Charter
What’s the best way to help?
What do they need help with?
Who needs help?
• Improve critical thinking & problem solving
• Increase student subject mastery
• Increase student 4-year graduation rate
• Improve instructor insight
Do active learning in every class
Help 90% of students get C or better
Reduce withdrawal rate to under 5%
Identify struggling students by week 2
90% Retention Goal
Adaptive / Active Learning Outcomes
0
25
50
75
100919194
728077
571.5
20
1011
Introduction to Biology (~850 non-majors)Same instructor, curriculum, and assessment
Withdrawal Rate Grade of C or Better
Spring 2014(lecture)
Fall 2014(lecture)
Spring 2015(active)
Fall 2015(active + adaptive)
Spring 2016(active + adaptive)
Fall 2016(active + adaptive)
Active + Adaptive Learning Initiative
Adaptive / Active Learning Outcomes
0
25
50
75
100
74.4
45.740.6
79.2
58.755.0
College Algebra (~2500 enrollment)Same instructor, curriculum, and assessment
2014 - 2015 2015 - 2016 2016 - 2017
Active + Adaptive Learning& Stretch Semester
All Students
Math Placement below Algebra
Academic Year
% o
f Fal
l stu
dent
s on
Col
lege
Alg
ebra
trac
k co
mpl
etin
g w
ithin
one
yea
r
Adaptive / Active LearningImplementation
Remember
Understand
Apply
Analyze
Evaluate
Create
Adaptive Learning Before Class
Active Learning in Class / LMS
Bloom’s Taxonomy
Adaptive System
Active Class
Prepare Prove
Prove Participate
1. Acquire InfoRead textbook,watch video, sosimulation, etc.
2. AssessDo practice problems, take quiz before class
4. AssimilateWrite essay,
solve problems, take quiz, etc.
3. Apply Solve an applied problem (case
study) with classmates
Adaptive CoursewareImplementation
The goal of adaptive coursewareis to provide the right lesson to theright student at the right time.
Adaptive CoursewareSince 2011
Cengage (Learning Objects) Psychology and Economics
CogBooksBiology and US History
Khan AcademyRemedial math
KnewtonRemedial math
McGraw Hill ALEKS College Algebra
McGraw Hill (LearnSmart Master) Remedial math
McGraw Hill (LearnSmart Connect) Chemistry
Pearson MyMathLab with Knewton College algebra
Pearson Mastering with Knewton Physics
SmartSparrowHabitable Worlds custom science course
• Lesson sequence• Content selection
• Assessment – rapid remediation • Association – lesson relationships • Agency – student chooses• Algorithm (analytics) – recommendations
What is adapting to the learner? Definition
What is guiding the adaptivity?
Active LearningImplementation
• constructs knowledge• fosters higher order thinking• includes metacognition
(Brame, 2016)
Adaptive / Active is a team sport!
Example: Course DevelopmentStrategies
Faculty
InstructionalDesigner
Technologist
Vendor GraphicDesigner
MultimediaDeveloper
Librarian
Leaders
Respects their prior knowledgeResponds to their learning needsReduces gaps in their understanding
Monitors which students need assistanceMeasures curriculum performanceMaximizes course outcomes
Student benefits of adaptive / active learning
Faculty benefits of adaptive / active learning
BenefitsSummary
The BioSpine InitiativeAdaptive Program
Major ElectivesMajor RequirementsCORERemedial / Optional
The BioSpine is a project in the School of Life Sciences (SOLS) to develop, implement, and evaluate an integrated undergraduate curriculum in the biological science. This project leverages adaptive courseware for engaging students in frequent formative activities and assessments. Instructors use evidence-based methods of teaching to engage students in real-world scenarios and problem-solving, helping students apply biological models in a collaborative setting.
References
Brame, C. (2016). Active learning. Vanderbilt University Center for Teaching.
O’Neal, C., & Pinder-Grover, T. (2005). How can you incorporate active learning into your classroom. Ann Arbor, MI: Center for Research on Learning and Teaching (CRLT), University of Michigan.
Van Amburgh, J. A., Devlin, J. W., Kirwin, J. L., & Qualters, D. M. (2007). A tool for measuring active learning in the classroom. American journal of pharmaceutical education, 71(5), 85. Chicago