1. Would you pay taxes if they weren’t required
Would you pay taxes if they weren’t required? Students won’t do the work if it doesn’t count for points toward their grade.

2. Adaptive Learning Textbook Assignment
Cover to cover, but that is NOT how a book should be read.

3. Why is it effective at bridging the gap?
Engages students in the most important content first
Automatic grading of end of section exercises
Intuitive to use, out of the box
No fear of failure, competency NOT assessment
Provides real-time feedback and remediation

4. “Built-in” Adaptive Learning Design Components
Provides individualized learning paths for each student
2. Built upon a peer-reviewed pedagogical mind map
3. Mind map is layered in Bloom’s Taxonomy
4. Biological algorithms serve as a GPS for learning content

5. 1. Individualized Learning Paths
There is no wrong path!

6. There is no wrong path!

7. 2. Pedagogical Mind Map Peer reviewed
Chapter topics are layered in Bloom’s Taxonomy
Probes are tied to topics and bloom’s taxonomy
Cover to cover, but that is NOT how a book should be read.

9. 3. Bloom’s Taxonomy

10. 4. Biological Algorithms: Serve as a GPS for learning content

11. 5. Heat Maps Generate Data
Authors see real-time data on the effectiveness of their content so they can continuously improve it.
Targeted remediation assures the content students struggle with the most is supported in the text to be sure students receive alternative ways of explaining the concepts. Stephen knows the backend analytics that drive this. The authors receive analytics showing the LO’s and text location, so they can author and embed remediation. 11

12. Biological Algorithms
1. Accuracy (These questions will only be given if the student is struggling. It will prevent them from giving up) 2. Inaccuracy (Served up soon in recharge) 3. Time to submit answer (Longer time shows lack of mastery) 4. Guessing (clearly needs more review) 5. Type of question answered correctly (Multiple choice vs. fill in) 6. Which questions required remediation? 7. How much time did the student spend reading about a key concept?
All of these help prioritize which questions will be delivered during the recharge, to make study/review more efficient

13. 3 Main Components of an Adaptive Learning Book
Read – pre-highlighted based on specific LO’s
Practice – in digital bite size chunks (Chapter Sections)
Recharge- an Adaptive Review based upon “deliberate practice” and biologic algorithms

14. PURPOSE OF HIGHLIGHTS WITHIN SMARTBOOK
1. Yellow – Chapter specific/accrediting body specific LO’s (student should read a few lines before/after for LO support) and layered in Bloom’s Taxonomy, followed by questions
2. Green – Content mastered in the Practice session, but not permanent (based on memory decay, so Recharge is important)

15. Real Time Feedback Providing Student Support
1. Written feedback for each review question
2. Immediate guidance to the concept in the section of book
3. Remediation via multiple digital learning assets (activity, tutorial, animation, etc.)

16. Written feedback and remediation to the book

18. Adaptive Learning directed to review content in the text

19. Remediate with video

20. Remediation via a Kinesthetic Activity

21. There are no consequences for practicing
Note: Students can practice, practice and practice, until they master the concept

22. Practice

23. Practice

24. And, More Practice

25. There are no consequences for practicing!
Note: You can practice, and practice, and practice, until you master the concept
Students need a safe place to grapple with the content and make mistakes in a “safe” environment, without the fear of it affecting their grade. They will also be able to receive remediation in the “learning moment” too. It empowers them to take control of their success

26. Successful Practice!!!

27. DEFICIENCIES OR FAILURES OF TRADITIONAL CLASS ASSIGNMENTS
CANNOT MONITOR AND/OR TRACK STUDENT PERFORMANCE
FEEDBACK COMES TOO LATE
CANNOT MONITOR AND/OR TRACK STUDENT ENGAGEMENT
MIDTERM EXAM PROVES CATASTROPHIC FOR NONTRADITIONAL STUDENTS

28. Advantages of Digital and Adaptive Learning Assignments
MONITOR STUDENT PERFORMANCE AND ACTIVATE “EARLY ALERT PROGRAMS/Tutorial Management System”
COMPETENCY BASED PRACTICE
KINISTHETIC ACTIVITIES
REAL TIME FEEDBACK FOR EVERY QUESTION
ADAPTIVE LEARNING PROVIDES INDIVIDUALIZES LEARNING PATHS

29. Digital Performance Reports Provide insight, in advance

32. Stephen should really get this one
Stephen should really get this one! Our students are like fish, and Adaptive Learning activities with the Big/Little Data are our fish finders. We know EARLY which students are struggling and we can get them the assistance they need. Rather than waiting for midterm or final exams when it is too late. It helps increase retention and graduation rates.

33. Built-in Adaptive Reports for Students and Instructors
Discover: levels of student engagement, students at risk, learning outcome mastery/weakness, performance by section, pre-lecture topic challenges and knowledge perception mismatches

34. Questions the Entire Class Missed (Pre-Lecture)
Instructors can run the Missed Questions Report to see the ones the majority of the entire class missed, and cover those during the first part of the class. This lets students know they are not the only ones who struggled with the concepts. Most have struggled, so they know they are not alone. It is normal. And, they know their instructor cares enough to be sure they cover it and prepare them for their big exams

35. ID Learning Outcomes Needing Remediation
If instructors run this report prior to delivering their lectures, they will be able to maximize their classroom time with the students. They can spend more time covering the material that really matters, better preparing students for their summative assessments, which will lead to better retention and graduation rates.

36. Metacognition: Perception vs. Reality Report

37. Student’s Perception of Their Performance

38. Reality of Their Performance

39. Performance vs. Perception Student Version

40. Performance vs. Perception
Faculty Version
In the first column, perception matches performance (this student will succeed).
Second column the student is guessing, and will likely need more remediation, so Recharge will serve this content to the student again
Third column the Student is aware they haven’t mastered the concepts, so they will be reintroduced and remediated until they do know it
Fourth column is the most dangerous. The student thinks they know the answer, but do not. This is the student who comes to class thinking they are well prepared, and does not do well. It is demoralizing to that student. Good instructors reach out to these students and ask them to be “honest” with their answers, so the Adaptive program can serve them better.

41. PURPOSE OF RECHARGE 1. Prevent memory decay (Retention of competency)
2. Deliberate practice (Mastery of Concepts)
3. Biological algorithms serve up the information struggled with first, so students can be more efficient with their time

42. Recharge
You need a more current slide