What is Adaptive Instruction?

Adaptive instruction describes the process of delivering instruction custom-tailored to the learners’ needs, abilities, interests, and capabilities. (Herlo, 2012) groups together adaptive learning along with its varied synonyms:  adaptive instruction, adaptive hypermedia, computer-based learning, intelligent tutoring systems, and computer-based pedagogical agents. Adaptive Instruction and Adaptive Learning go hand-in-hand falling under the umbrella term of Adaptive Educational Systems. The belief of adaptive instruction is that approaches and techniques using hardware and software solutions may be leveraged and designed to improve learner outcomes.

(Shute, 2012) suggests that the major challenge of an adaptive educational solution is not only the accurate identification of learner characteristics - the level of prior knowledge, skills, personality traits, attitude, etc. - but also the judicious use of that information to improve student learning.

Contents

Models

Adaptive learning systems are divided into several models (Herlo, 2012):

• Expert Model - The expert model stores information about the material which is being taught. This can be as simple as the solutions for the question set but it can also include lessons and tutorials and, in more sophisticated systems, even expert methodologies to illustrate approaches to the questions. Adaptive learning systems which do not include an expert model will typically incorporate these functions in the instructional model.
• Student Model - The model which tracks and learns about the student.
• Instructional Model - The model which delivers the information.
• Instructional Environment - The user interface for interacting with the system.

Why Adapt Content?

Several reasons for adapting content are posed by Shute and Zapata (2012). The first reason for adapting learner content is based on learner differences of incoming knowledge and skill. Agreeing with many who have previously argued: incoming knowledge is “the single most important determinant of subsequent learning” (Shute & Zapata, 2012). Assessing the learners’ incoming knowledge and skills is a logical starting point for teaching. The second reason for adapting learner content is based on what the learner can and cannot do; their “abilities and disabilities” (Shute & Zapata, 2012). These may include visual and auditory impairments, cognitive, and other learning disabilities such as dyslexia. Another reason to adapt content ties to the differences of individuals’ cultural and societal backgrounds. According to (Shute & Zapata, 2012), these may affect learning outcomes and achievement. These may include the differences between pedagogic and andragogic instruction.

Evidence-based Framework

Much like medicine, accurate diagnosis and resulting prescription is necessary for a favorable outcome. Shute and Zapata (2012) describe this as the diagnosis of learner characteristics. That is, proper identification of “their knowledge, skill, motivation, and persistence.” Once all data is collected, a prescription of “optimal content, such as hints, explanation, hypertext links, practice problems, encouragement, metacognitive support, etc.” is administered (Shute & Zapata, 2012). Their framework involves a four process cycle: capture, analyze, select, and present.

Four-process adaptive cycle.  (Shute & Zapata, 2012)

Capture The capture process collects information of the learner as they interact with the learning setting. Data may include both cognitive (answers to a question) and non-cognitive (attitude and mood). (Shute & Zapata, 2012).

Analyze The software takes information from the capture phase and processes it to determine how well the student is doing: the rate of successful responses, how much time was required, and their engagement. It then predicts how likely the student will solve increasingly difficult questions.

Select Information is chosen by the adaptive learning system based on the learners status and the purpose of the system. “This process is often required to determine how and when to intervene.”  (Shute & Zapata, 2012).

Present Information taken and processed from the previous three stages is finally presented to the learner. This custom tailored information may be in the form appropriately suited to the learner. It may be delivered via media and/or technology fit to their needs.

Adaptive Educational Systems

In a 2013 blog of the Bill and Melinda Gates Foundation the authors touch on the potential and possibilities of individualized instruction:

What if approaches to learning and instruction were individualized to better serve the needs of the individual learner?  What if students could access more personalized and immediate feedback and instruction – just enough to help them succeed through a course and give them the confidence to know that they can succeed in college? We believe that potential – which we call “adaptive learning” – exists. (Jarret & Rajan, 2013)

In that same year, the Gates foundation commissioned a report that provided a list of dozens of companies involved in this approach: (Adaptive Learning, n.d.).

• ALEKS Corporation,an on-line assessment and learning company, uses the theory of knowledge spaces in its product (known as ALEKS) to quickly and accurately determine what a student knows and doesn't know in a course.

• Carnegie Learning, a publisher of math curricula, offers adaptive math software (known as the Cognitive Tutor) to high school students, along with traditional textbook offerings.

• CCKF, developer of Realize It, a content agnostic adaptive learning platform for educational institutions, publishers and professional associations.

• Cengage Learning, a publishing company whose Aplia product provides adaptive learning technology for Developmental English.

• DreamBox, an adaptive learning platform with individualized paths for personalized learning.

• eSpindle Learning, a nonprofit maintaining an on-line vocabulary and spelling coaching program based on the adaptive learning concept.

• Grockit

• Knewton, whose adaptive learning API connects to third-party products to help teachers identify and predict knowledge gaps and personalize content for each student^[

• KnowRe, an adaptive mathematics curriculum, provides granular assessments and an engaging and personalized learning environment.

• Desire2Learn, a provider of integrated learning platform, offers Knowillage LeaPwhich creates personalized learning paths for any learner, using any repository of learning objectives, content, assessments and questions, which are automatically mapped.

• McGraw-Hill Education, a content, software and services-based education company. In 2013, the company acquired the ALEKS Corporation

• Pearson, an education company whose adaptive SuccessMaker software provides elementary and middle school reading and math instruction.

• PrepMe, an on-line learning company, currently uses adaptive learning technology for test preparation, K-12 education, and professional development.

• Sherston Software, a UK education software company, offers PlanetSherston, an adaptive learning platform.

• Smart.fm, a social learning and community website, uses adaptive learning technology with the goal of increasing learning speed and retention.

• Smart Sparrow, has an adaptive learning platform that offers instructional designers and teachers integrated tools to create, publish and analyze their own adaptive content.

Adaptive Instruction in Action

Western University of Health Sciences’ College of Dentistry is in its second year of using the Realize-It Adaptive Intelligence Engine. Used in conjunction with their blended learning environment and flipped classroom approach, "students are actively immersed in the on-line adaptive learning environment which delivers the learning content to the student outside of the classroom on their own time.” (Hasel, n.d.)

Realize-It uses a nodal based approach. Students interact with the material by completing each point or node. These nodes branch to other related nodes in a complex network. All this is pre-planned by the course instructor. The students choose their path. Each node contains learning objectives, didactic content, interactive 3D models, supportive diagrams and media files, learning activities, and assessments (Hasel, n.d.). Programming in the adaptive learning platform guides the student in a path according to their demonstrated skills, preferences, and proficiency. When students achieve a prerequisite level of knowledge in that node, they progress to the next node in the structure. However, if a student is having difficulty with a topic in a certain node, the software intelligently guides them to a series of remediation to reinforce those week areas.  

An Example of nodal branching (Hasel, n.d.)

Fall 2013 was the first year of delivering the Head & Neck Anatomy course to the dental students in a basic blended learning environment. All of the didactic content was delivered online in the form of PowerPoint presentations and videos. The classroom sessions involved mixed group learning activities. Fall 2014 was the second year of the flipped classroom and the first year with the RealizeIT Adaptive Learning Platform delivering all the online learning content. (Hasel, n.d.)

How to Make Adaptive Learning Successful

The following video from Dr. Nish Sonwalkar states that successful adaptive learning adheres to the following principles in its curriculum and delivery: 

     1. One-size-fits-all does not work for online education.     
     2. Information is not education -- the current web-based learning is creating information overload.
     3. Learning requires a cognitive process along with multi-media content.
     4. Individuals not only learn differently but they also learn different content in different learning strategy.
     5. Every individual has a learning strategy based on cognitive development and a learning pace to digest new leaning content.
     6. Individualized learning is the only way to reach higher completion rates and faster learning. 
     7. Learning is four dimensional which includes -- multimedia, cognitive strategies, interactivity and social learning. 
     8. The only meaningful assessment is one that helps learner improve and reach desired competency.
     9. Anyone can reach learning competency with right learning strategy and pace of learning.
     10. The best role of instructors is to guide students on how to learn not just what to learn. (2011)

Although in order to truly measure success one must refer to assessment and results, the principles stated in the video are a good starting/reference guide. 

References

Adaptive Learning. (n.d.). Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Adaptive_learning

Hasel, R. (n.d.). Teaching Head & Neck Anatomy in a Blended Learning Environment. Retrieved from http://teachtech.westernu.edu/head-neck-anatomy-blended-learning/ 

Herlo, D. (2012). Adaptive Learning Influence in Education. Journal Plus Education / Educatia Plus 8(2): 131-139.

Jarrett, J., & Rajan, R. (2013, March 13). Jumpstarting Adaptive Learning [Blog Post]. Retrieved from http://www.impatientoptimists.org/Posts/2013/03/Jumpstarting-Adaptive-Learning

Knewton Knerd. (2012, August 20). The Knewton Adaptive Learning Platform [Video File]. Retrieved from https://www.youtube.com/watch?v=Db_FzUEl3LA

Pearson Higher Education (2014, March 10). The Amazing Story of Adaptive Learning [Video File]. Retrieved from https://www.youtube.com/watch?v=UB4bm96clTw  

Shute, V. J., & Zapata-Rivera, D. (2012). Adaptive educational systems. Adaptive technologies for training and education: 7-27.

Sonwalkar, Nish. (2011, December 2). 10 Principles of Personalized Adaptive Education [Video File]. Retrieved from https://www.youtube.com/watch?v=zxUW_z9iA2Q