1. 11 Adapting the Student Experience Dr. Kimberly Underwood Dr. Karen Vignare

2. 2 Open access, non-traditional students Wide variety of student ability Military serving (still 50% of total population) Exploring personalized learning for nearly five years Launched multiple pilots 2009-2015 UMUC and Adaptive Learning This presentation leaves copyright of the content to the presenter. Unless otherwise noted in the materials, uploaded content carries the Creative Commons Attribution-NonCommercial-ShareAlike license, which grants usage to the general public with the stipulated criteria.

3. 3 What do you think defines adaptive learning? Work started in the 1950s with cognitive psychologists including Skinner Adaptive learning is an educational method which uses software calibrate the allocation of human and mediated resources according to the unique needs of each learner. What is Adaptive Learning

4. 4 ●An online learning environment that can adapt to students’ individual needs with data collected in real time about their ability levels ●Rather than being forced to learn at the average speed of the class, each student could take the time necessary to learn. ●For some, this means a shorter time to completion; for others, an extended time to fill in holes in learning. The Promise of Adaptive Learning

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6. 6 High Level View of Current Pilots CoursesToolPopulationPortion Tested HIST 156CogBooksn = 251 assignment MATH 009EdReadyn = 28full course Writing CenterCogBooksn =24All resources Intro ProgrammingRealizeITn = 252 weeks Business FinanceRealizeITn = 602 weeks Accuplacer (math)EdReadyn = 42supplemental prep MBA OrientationEdReady/CogBooksnastat supplemental

7. 7 High Level View of Current Adaptive Grants CoursesToolPopulationPortion Tested Info Lit (IT)OLIn=16,500full course* BiologyOLIn=8778full course* MacroeconomicsLumenn=600full course MicroeconomicsLumenfull course Intro to BusinessLumenfull course STAT 200OLI-2n=50full course

8. 8 Why Business Finance Why Realizit Course Design Evaluation Design Business Finance in Realizit

9. 9 Offer a more engaging way for students to discover, to master, and practice effective writing skills using adaptive learning. The use of CogBooks in the Effective Writing Center offers adaptive learning in that a writing advisor guides the student to the sections of the CogBooks program that he or she may most benefit from. In addition, the student can self-select modules they feel they need support in. Finally, the tool offers an automated feedback function. Evaluation Status: Ongoing. Opt-In process for participation has yielded small results. Effective Writing Center Pilot Goal & Overview

10. 10 Students worked within the CogBooks adaptive platform and experience adaptive practice to meet the following primary source assignment This assignment meets the following course outcome: locate, organize, evaluate, and use primary and secondary sources to describe U.S. historical events, by: ● defining primary sources ● locating primary sources ● citing primary sources ● analyzing primary sources HIST 156, 157: Primary Source Assignment Pilot Goals and Overview

11. 11 Two modules in development for use as part of a three-week assignment in AMBA 600 for Fall GR4T 2015: math refresher and descriptive statistics. Team has decided to use EdReady for the math refresher module, and to use CogBooks with an open textbook from Rice for descriptive statistics. Evaluation Status: Pilot launched September 2015 AMBA 600: MBA Fundamentals

12. 12 An adaptive learning component was added to two weeks of the course. Five sections are using adaptive content in Weeks 5 and 6 for Fall 2015 term. Student access to Fall OL1 sections began Aug 10. Pilot expanded to cover all content for the course for the Spring 2016 term. CMIS 141: Introductory Programming Pilot Goals & Overview

13. 13 Create an opportunity for students to be better prepared to take the Accuplacer and place in a higher level math course and skip developmental math. Current pilot is underway. To date, 60 of the 119 students given the option to use EdReady Accuplacer Prep have logged in to EdReady and 42 of them have completed the initial diagnostic. 19 of the 42 have used the resources and improved their EdReady score. Evaluation Status: The pilot will continue to run until a sufficient pool of participants (100) is achieved. Accuplacer Prep Pilot Goals & Overview

14. 14 Summer pilots began to determine if the use of EdReady/NROC content using the adaptive learning tool would increase course retention and success in Introductory Algebra. In this pilot, a course was created to include EdReady/NROC materials into an 8 week course in an adaptive tool. Historically, students enrolled in MATH 009 (Introductory Algebra) have shown a low completion rate. Nationally, completion rates and success in low level college math courses have been challenging. Math 009: Introductory Algebra Pilot Goals & Overview

15. 15 Lumen Learning--Waymaker Platform

16. 16 2010-2014 Grant period No significant difference in Withdrawal, Failure or Success Positive correlations of low stakes and high stakes student assessment Positive correlation of faculty engagement to student engagement 2015-2016 A/B Test in IFSM & BIOL (low stakes & faculty activity) CMU Open Learning Initiative

17. 17 ●Fall 2015 extends existing OLI Statistics course and adds ●Mindset interventions ●Stereotype Threat/Social Belonging interventions ●Spring 2016 brings open OLI platform via Open edX ● Faculty authoring tools ●Open Analytics Service Stanford OLI

18. 18 To determine if the use of RealizeIT as an adaptive learning tool in two weeks of a Business Finance course would increase course retention and success. A summer pilot was run in two sections during the Summer 2015 session. Adaptive pilot involves 9 sections in Fall 2015 term. Pilot expanded to cover all content for the course for the Spring 2016 term. FINC 330: Business Finance Pilot Goals & Overview

19. 19 Access to Adaptive Module within Course

20. 20 Adaptive Module view when launched

21. 21 Instructor View of Course Map within Realizit

22. 22 Curriculum Planning and Maps

23. 23 Content Authoring

24. 24 Instructor View (Status tab)

25. 25 Selecting the right opportunities Buy-in from programs Curricular alignment Right sizing the number of technologies Partnership between curriculum and innovation Challenges & Opportunities

26. 26 Resources: ▪Adaptive Learning bibliography: http://www.umuc.edu/innovatelearning/research.cfm Contact Info Karen Vignare karen.vignare@umuc.edukaren.vignare@umuc.edu Kimberly Underwood kimberly.underwood@umuc.edukimberly.underwood@umuc.edu Discussion