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Breakout Session #3: Adaptive Learning: Early Implementation Models and Successes. Rebecca Orr, Ph.D. Professor of Biology, Collin College. Background Information. Professor of Biology at Collin College in Plano, Texas

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breakout session 3 adaptive learning early implementation models and successes

Breakout Session #3: Adaptive Learning: Early Implementation Models and Successes

Rebecca Orr, Ph.D.

Professor of Biology, Collin College

background information
Background Information
  • Professor of Biology at Collin College in Plano, Texas
  • Two year public college, three campuses serving approximately 27,000 credit students
  • Total enrollment in Biology 1406 is ≈2000/year
  • Most of my students’ goals:
    • Nursing/Dental Hygiene/Surgery Technology/etc.
    • Transfer to a university
slide3

No two students are identical — they learn and forget at different rates, come from different educational backgrounds, and have different intellectual capabilities, attention spans, and modes of learning. As a result, designing a real-time recommendation engine that is sensitive to the characteristics of each student is an immensely complex task.

http://www.knewton.com/assets-v2/downloads/knewton-adaptive-learning-intro.pdf

my implementation of adaptive follow up summer 2013
My Implementation of Adaptive Follow-Up: Summer 2013
  • No Adaptive Follow-Up was offered during first two exam periods.
    • Exam 1 & 2 scores were averaged and utilized to compare student ability of Spring and Summer student cohorts.
  • Adaptive Follow-Up was offered for second two exam periods and was made “optional.”
  • Two sets of items were selected for Follow-Up.
  • Follow-Up was due two days after parent assignment.
  • Test-out option was allowed and set at 95%.
  • Value was set as “extra credit” and added to homework component of the lecture grade.
adaptive follow up in mastering
Adaptive Follow-up in Mastering
  • “Parent” Assignment created
    • Item selection, difficulty, and estimated time for completion is instructor directed
  • Adaptive Follow-Up is enabled for selected “parent” assignments
    • Time spent in follow-up and number of problem sets issued is instructor directed
  • Knewton engine creates Adaptive Follow-Up sets for the student using IRT based engine
  • Items selected are individual to the student, based on:
    • Demonstrated proficiencies and lack of proficiencies in current and previous assignments
    • Content prerequisites necessary for future, scheduled assignments
student participation in adaptive follow up summer 2013
Student Participation in Adaptive Follow-Up: Summer 2013
  • Almost 92% of students either tested out of or actively worked on the first Adaptive Follow-Up assignment.
  • Average participation rates observed over the course of Adaptive Follow-Up offerings were:
    • 16.7% tested out of Adaptive Follow-Up by scoring 95% or better on the parent assignment.
    • 58.1% chose to actively work on the Adaptive Follow-Up sets after completing the parent assignment.
    • 25.2% did not participate in Adaptive Follow-up.
addition of adaptive follow up increased exam averages summer 2013 error bars standard error
Addition of Adaptive Follow-up Increased Exam Averages: Summer 2013 (error bars- standard error)
student feedback on adaptive follow up
Student Feedback on Adaptive Follow-Up
  • “I really like how it [Adaptive Follow-Up] takes me back to the basics so I know where I need to study to build my strengths.”
  • “I originally thought that the Adaptive Follow-Up assignments were going to be a waste of time, but it actually is more of a benefit.”
  • “It was helpful, plus I felt confident when taking the test.”
interesting effect of adaptive follow up
Interesting Effect of Adaptive Follow-Up
  • Students reported putting more effort into the Mastering parent homework:

“…Adaptive Follow-Up questions served as motivation to learn the material better…I really think it's just the idea of "testing out" of something that makes me feel smarter and encourages me to get a better grade on the [Mastering parent] homework.

conclusions
Conclusions
  • Adaptive Follow-Up provides individualized recommendations to increase student proficiency in content.
  • Adaptive Follow-Up is based on demonstrated understanding of topics as well as the content graphed as prerequisite for success of future assignments.
  • Adaptive Follow-Up may increase student success.
  • Effect of Adaptive Follow-up on student success is being examined this semester implementing required completion of Adaptive Follow-ups and using a larger sample size.
questions
Questions?
  • Please feel free to email me at dr_orr@att.net